NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917905
Record Type: Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0885-6257
Explicit Memory among Individuals with Mild and Moderate Intellectual Disability: Educational Implications
Lifshitz, Hefziba; Shtein, Sarit; Weiss, Itzhak; Svisrsky, Naama
European Journal of Special Needs Education, v26 n1 p113-124 Feb 2011
We previously reported a meta-analysis of explicit memory studies in populations with intellectual disability (ID). The current study discusses the educational implications of this meta-analysis. The main factors at the core of these implications can be divided into two categories: those related to task characteristics (e.g., depth of processing, task modality, test type), and those related to participant characteristics (e.g., chronological age, aetiology). Recommendations include: (1) exposing participants with ID to deep rather than shallow encoding, and using visual scaffolding when teaching verbal material; (2) designing memory tests based on recognition more than free recall, and using various types of questions; (3) teaching individuals with ID memory strategies even though they might only be used later because memory could improve with age; and (4) designing instruction based mainly on linguistics skills for individuals with Williams syndrome and instruction based mainly on visuo-spatial and gesture skills for individuals with Down syndrome.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A