ERIC Number: ED244507
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
Identification and Recall of Structurally Important Units in Verbal Discourse as a Function of the Metacognitive Processing of Mentally Retarded Children. Final Report.
Luftig, Richard L.; Johnson, Ronald E.
The ability of 64 mildly mentally retarded students (10-17 years old) to judge the structural importance of idea units in prose was measured, and the relationship between the judgment of importance and the patternings of recall was compared. Ss were randomly assigned to one of five groups which were presented with a passage containing units with differing levels of structural importance and stimulus saliency. Treatment conditions differed as a function of whether students were given advance notice of the later recall task, whether importance ratings were required, and whether emphasis was given to the potential usefulness of the ratings in aiding recall. Analysis of variance indicated that Ss were significantly better at identifying low and medium importance units than in identifying units of high importance. Analysis also revealed a main effect for the treatment condition. Recall was highest for the group which received advance notice of later recall, made importance ratings, and received strong emphasis on the potential usefulness of importance. Units rated as high in importance were recalled significantly better by the mentally retarded learners than medium or low importance units. It was concluded that mentally retarded learners could use differing importance levels in text to aid in recall provided that the learners were repeatedly instructed to differentiate among such levels. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Purdue Univ., Lafayette, IN. Dept. of Education.