ERIC Number: ED199667
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
Improving Memory Skills in Mentally Retarded Children: Empirical Research and Strategies for Intervention. Technical Report No. 196.
Campione, Joseph C.; And Others
A review of selected literature and data from specific experiments consistently indicates both the causes of poor memory performance by retarded children and the ways this performance can be improved. When memory tasks requiring the use of any of a number of mnemonic strategies are presented to retarded children, they seem to remain passive and fail to produce active memory routines. These difficulties can be overcome in one of two general ways: (1) teaching the children the necessary strategies, such as rehearsal and categorization; and (2) forcing the subjects to think more deeply about the to-be-remembered material when it is presented, a task that puts the burden on the instructor or experimenter rather than on the subject. In either case, the data from research have indicated that the memory performance of retarded children can be improved, often dramatically, as a result of well-designed traininq procedures. In addition, more recent work aimed at producing generalization has increased optimism that the memory skills of retarded children can be expanded from merely achieving retention of specific material to the internalization of memorization strategies. (RL)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.