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Related Experiment Videos

Recall performance on a central-incidental memory task by profoundly deaf children.

J M Bebko1, M A Lacasse, H Turk

  • 1York University, Ontario.

American Annals of the Deaf
|July 1, 1992
PubMed
Summary

Deaf children may use unique spatial strategies to compensate for less effective rehearsal in memory tasks. This highlights the need for targeted memory strategy training for deaf students.

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Language proficiency and the prediction of spontaneous rehearsal in children who are deaf.

Journal of experimental child psychology·1998

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Deaf children often exhibit challenges with spontaneous active memory strategies, such as rehearsal, for ordered information recall.
  • Previous research suggests a potential deficit in active memory strategy use among deaf populations.

Purpose of the Study:

  • To investigate if the reduced use of active memory strategies in deaf children is task-specific or generalized.
  • To compare memory strategy effectiveness and recall performance between deaf and hearing children.

Main Methods:

  • A central-incidental memory paradigm was employed.
  • Participants included profoundly deaf and hearing children aged 6 to 13 years.
  • Recall performance and strategy use were analyzed.

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Main Results:

  • Hearing children's central recall improved with age; incidental recall remained stable.
  • Deaf children's performance initially appeared similar to hearing children.
  • Deaf children's rehearsal strategies were less effective, but they compensated using spatial task features.

Conclusions:

  • Comparable recall performance between deaf and hearing children may stem from different strategy utilization.
  • Deaf children may employ compensatory spatial strategies to achieve similar outcomes.
  • There is a reinforced need for specialized training in sequential memory strategies for deaf students.