ERIC Number: ED206133
Record Type: RIE
Publication Date: 1981-Apr
Identification and Recall of Structurally Important Units in Prose by Mentally Retarded Learners.
Luftig, Richard L.; Johnson, Ronald E.
The study investigated the ability of 80 mildly mentally retarded students (19 to 17 years old) to make accurate judgments of textual idea importance and to differentially and spontaneously remember important rather than unimportant ideas. Ss were assigned to one of six conditions which differed as a function of whether importance judgments were made, whether Ss were given advance notice of later recall requirements, and the extent to which emphasis was placed on the potential usefulness of structural importance in aiding recall. Results indicated that the retarded Ss were more accurate in identifying unimportant ideas than important ideas, that learners recalled more of what they had rated as important than what they had rated as unimportant, and that learners did not spontaneously use importance levels to aid recall. Results are discussed in relation to a selective attention hypothesis. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).