Literaturnachweis - Detailanzeige
| Autor/in | Borys, Suzanne V. |
|---|---|
| Titel | Effect of Imposed Versus Self-Generated Imagery and Sentence Mediation on the Free Recall of Retarded Adolescents. |
| Quelle | (1977), (26 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Adolescents; Exceptional Child Research; Imagery; Mediation Theory; Memory; Mental Retardation; Mild Mental Retardation; Recall (Psychology) |
| Abstract | The effectiveness of verbal and imaginal elaborations on the free recall of 50 educable mentally retarded adolescents was investigated. Ss were assigned to one of five conditions: experimenter-imposed verbalization (EV), experimenter imposed imagery (EI), subject-generated verbalization (SV), subject-generated imagery (SI), and control (C). Ss saw 15 pictures, presented in sets of three for five trials, and were asked to recall the pictures after each trial. Over all trials combined, it was found that recall in the EV and EI conditions was reliably superior to recall in the C and SV conditions. Although retarded adolescents were capable of producing verbal or imaginal elaborations, as evidenced by post-experimental inquiry, elaborations facilitated learning only when they were supplied by the experimenter. (Author/SBH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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