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Autor/inn/enEyde, Donna R.; Altman, Reuben
InstitutionNebraska Univ. Medical Center, Omaha.; Missouri Univ., Columbia.
TitelAn Empirical Study of the Development of Memory and Metamemory in Mild and Moderately Retarded Children.
Quelle(1978), (28 Seiten)Verfügbarkeit 
Dokumenttypgedruckt; Monographie
SchlagwörterCognitive Processes; Educational Research; Elementary Secondary Education; Memory; Mental Retardation; Research Reviews (Publications)
AbstractThe paper focuses on the need for utilizing current research findings relative to developmental differences in memory and metamemory (knowing about knowing) behaviors among populations of normal and mentally retarded learners. Results of a series of studies which investigated the developmental attributes of memory and metamemory behavior among retarded school aged children are described. Findings are seen to illuminate the strengths and weaknesses of the retarded learner's information organization skills relative to the classroom demands on memory abilities. It is concluded that the retarded child is at least minimally aware of a number of strategic phenomena. In the future, it is suggested that practitioners devise systematic classroom based learning experiences so as to promote development relative to information organization skills if they are to provide effective remedial and compensatory education to developmentally delayed learners. (Author/SBH)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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