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Peer reviewed Peer reviewed
ERIC Number: EJ389941
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Development of Explicit and Implicit Forms of Memory in Learning Disabled Children.
Lorsbach, Thomas C.; Worman, Linda J.
Contemporary Educational Psychology, v14 n1 p67-76 Jan 1989
Whether tasks requiring the use of explicit, rather than implicit, forms of memory are sensitive to developmental and individual differences was studied using 15 non-disabled and 15 disabled third graders and 15 non-disabled and 15 disabled sixth graders. Learning disability status and grade level factors significantly affected memory performance. (TJH)
Descriptors: Age Differences, Child Development, Children, Elementary Education, Elementary School Students, Grade 3, Grade 6, Individual Differences, Intermediate Grades, Learning Disabilities, Memory, Pictorial Stimuli, Recall (Psychology)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Results presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).