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Related Experiment Videos

Influence of intelligence on memory development

L A Turner1, C A Hale, J G Borkowski

  • 1Department of Psychology, University of South Alabama, Mobile, 36688, USA.

American Journal of Mental Retardation : AJMR
|March 1, 1996
PubMed
Summary
This summary is machine-generated.

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Children with and without intellectual disability improve memory strategy use over time. However, those without intellectual disability show greater strategy use and benefit more from memory knowledge and beliefs for recall.

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Memory strategy development is crucial for academic success.
  • Understanding differences in memory development between typically developing children and those with intellectual disabilities is important.
  • Previous research has explored strategy use but less is known about the interplay with metamemory and attributions in this context.

Purpose of the Study:

  • To investigate the longitudinal development of memory strategy use in children with and without intellectual disability.
  • To compare strategy use, recall performance, metamemory, and attributional beliefs between the two groups.
  • To examine how these factors predict memory recall over time.

Main Methods:

  • A 3-year longitudinal study assessed children starting at age 10.

Related Experiment Videos

  • Participants included children with and without intellectual disability.
  • Measures included strategy use, recall accuracy, metamemory assessments, and attributional beliefs.

    • Main Results:

    • Both groups improved strategy use and recall over the 3 years.
    • Children without intellectual disability demonstrated more strategic memory behaviors.
    • Strategy use predicted recall for both groups, but metamemory and attributions were significant predictors only for typically developing children in later years.

    Conclusions:

    • While children with intellectual disability can learn and use memory strategies, their development and integration with cognitive monitoring appear less robust.
    • Intellectual ability influences not only the type of strategies used but also the relationship between strategy knowledge and actual memory performance.
    • Interventions may need to specifically target metamemory and attributional beliefs to enhance memory performance in children with intellectual disability.