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ERIC Number: ED173356
Record Type: RIE
Publication Date: 1978-Aug
Reference Count: 0
Information-Processing Variables in the Assessment of School Related Learning Problems.
Webster, Raymond E.
Currently, the reliance on intelligence tests as the primary criterion for the placement of children in school programs has been challenged. Much of the controversy focuses on the insensitivity of these instruments to individual cognitive styles for different subgroups of children. While the issue of whether intelligence tests measure skill deficits or content deficiencies has not yet been resolved, it is clear that these instruments fail to delineate the specific mental processes involved in verbal and nonverbal performance. It is argued that a diagnostic procedure which attempts to determine how efficiently a child processes different kinds of information could provide a more meaningful assessment of the child's capabilities for learning new verbal material. This assessment would minimize cultural and racial bias, because it emphasizes a person's information-processing strategies without regard to norm-referenced criteria. This paper reviews the role of short-term memory (STM) in academic achievement and performance, and describes a sense of alternative diagnostic procedures which evaluate the child's capacity for acquiring and storing different types of verbal information in STM. Three areas are reviewed: (1) STM capacity; (2) decay and interference effects in STM; and (3) retrieval from STM. (Author/RD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (86th, Toronto, Ontario, Canada, August 28-September 1, 1978)