Literaturnachweis - Detailanzeige
| Autor/inn/en | Luftig, Richard L.; Greeson, Larry E. |
|---|---|
| Titel | Effects of Textual Dimensions on Discourse Recall by EMR Individuals. |
| Quelle | (1981), (34 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Adolescents; Age Differences; Dimensional Preference; Elementary Education; Imagery; Learning Processes; Listening Comprehension; Mild Mental Retardation; Reading Comprehension; Recall (Psychology); Stimuli |
| Abstract | The effects of making ratings of idea importance, saliency, or textual imagery on story recall was investigated with 180 students (second and sixth grade normal students and mildly mentally retarded adolescents). Ss in eighteen groups attempted to recall a story presented auditorially and in print either before rating on a textual variable (recall-rate) or after rating on a textual variable (rate-recall). Ss were asked to recount the story on a taperecorder, and recordings were analyzed for accuracy in differentially identifying levels of structural importance, idea saliency, and imagery of idea subunits. Ss were more accurate in identifying units low in structural importance than units of high importance. Grade differences were found in the ability to accurately rate the idea saliency of idea units. Findings suggested that mentally retarded students may not be able to selectively attend to the important ideas of a story while selectively nonattending to the salient but unimportant ideas. Mentally retarded students recalled less than both the second and sixth grade Ss but operated more closely to the second grade Ss. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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