Recent advances in mnemonic strategy training with mentally retarded persons: implications for educational practice

Area of Science:

• Educational Psychology
• Special Education
• Cognitive Training

Background:

• Mnemonic strategies can improve learning for individuals with intellectual disabilities.
• Past research has explored strategy maintenance, generalization, and metamemory.
• Understanding these aspects is crucial for effective educational interventions.

Purpose of the Study:

• To review empirical literature on mnemonic strategy training for individuals with intellectual disabilities.
• To examine strategy maintenance, generalization, and metamemory in this population.
• To discuss the implications for educating students with intellectual disabilities.

Main Methods:

• Literature review of empirical studies.
• Analysis of research on strategy maintenance.
• Examination of studies on strategy generalization and metamemory.

Main Results:

• Significant gains have been observed in mnemonic strategy training over the past two decades.
• Gaps remain in understanding strategy maintenance and generalization.
• Metamemory development in this population requires further investigation.

Conclusions:

• While progress has been made, further research is needed to address educational significance.
• Current findings offer immediate benefits for special educators.
• Future research should consider the limitations and implications highlighted by recent studies.