ERIC Number: EJ917905
Record Type: Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-6257
EISSN: N/A
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.
Descriptors: Participant Characteristics, Memory, Mild Mental Retardation, Moderate Mental Retardation, Meta Analysis, Genetic Disorders, Down Syndrome, Age Differences, Etiology, Visual Stimuli, Verbal Communication, Scaffolding (Teaching Technique), Recognition (Psychology), Recall (Psychology), Questioning Techniques, Language Skills, Nonverbal Communication, Spatial Ability, Visual Perception
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A