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Intellectual and developmental differences in external memory strategies

N W Bray1, D A Saarnio, L M Borges

  • 1Department of Psychology, University of Alabama at Birmingham 35294.

American Journal of Mental Retardation : AJMR
|July 1, 1994
PubMed
Summary
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Children with mild mental retardation and typically developing children utilize external memory strategies similarly when prompted. This research highlights overlapping capabilities in strategy use across different developmental groups.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neurodevelopmental Disorders

Background:

  • External memory strategies aid in recalling information.
  • Children with intellectual disabilities often face memory challenges.
  • Understanding strategy use is crucial for educational interventions.

Purpose of the Study:

  • To investigate the use of external memory strategies in children with mild mental retardation.
  • To compare strategy use between children with and without mental retardation.
  • To identify potential overlaps in memory strategy capabilities.

Main Methods:

  • Participants included 11-year-olds with mild mental retardation and 7- and 11-year-olds without.
  • Children placed objects in specified locations following auditory instructions.

Related Experiment Videos

  • External strategy use was observed during baseline and after prompting.

    • Main Results:

    • Children with mental retardation and younger typically developing children used external strategies more initially.
    • All groups demonstrated similar strategy use when provided with location cues.
    • Tactics employed were consistent across groups when prompted.

    Conclusions:

    • Contrary to expectations, children with mild mental retardation show comparable external strategy use to peers.
    • Prompting effectively elicited strategy use across all participant groups.
    • Findings suggest shared capabilities in external memory strategy application.