Literaturnachweis - Detailanzeige
| Autor/inn/en | Dallago, Maria Lucia Lopes; Moely, Barbara E. |
|---|---|
| Titel | Free Recall in Normal and Poor Readers as a Function of Task Manipulations. |
| Quelle | (1977), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classification; Elementary Education; Learning Disabilities; Learning Processes; Males; Memory; Reading Difficulty; Reading Instruction; Reading Research; Recall (Psychology); Retention (Psychology) |
| Abstract | To determine reasons for the difficulties reading disabled boys commonly have with memory tasks, an investigation of the use of category organization in free recall of such children was undertaken. The performance of 45 nine- to eleven-year-old normal and 45 reading disabled boys was compared on a free recall task in which stimulus items were arranged in a fixed order for presentation prior to recall. Subsequently, subjects experienced one of three manipulations, all involving the active sorting of the materials. Two of these manipulations attempted through instructions to affect the child's level of processing of items, while the third allowed the child to sort freely in preparation for recall. Poor readers recalled fewer items and tended to show less organization of recall than normal children during the baseline trial. On the experimental trial, recall and category clustering were highest for both groups following a manipulation designed to produce semantic encoding and grouping of items, and lowest when the children were required to focus on the color of the items. In the absence of instructions to guide the nature of their sorting of items for study, the reading disabled children failed to organize or study as effectively as normal readers did. Rather than lacking the ability to use semantic relations as a strategy for grouping items, the reading disabled children had difficulty in spontaneously generating an effective grouping strategy to aid recall. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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