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Related Experiment Videos

Implicit and explicit memory in individuals with mental retardation

B S Wyatt1, F A Conners

  • 1Department of Psychology, University of Alabama, Tuscaloosa 35487-0348, USA. fconners@gp.as.ua.edu

American Journal of Mental Retardation : AJMR
|April 17, 1998
PubMed
Summary
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Students with mental retardation showed similar implicit memory but lower explicit memory compared to peers. Implicit memory development plateaued in adolescence for both groups, suggesting potential training applications.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Previous research indicates intelligence-related differences in cognitive processing.
  • Understanding memory development in individuals with and without intellectual disabilities is crucial.

Purpose of the Study:

  • To compare implicit and explicit memory performance in students with and without mental retardation across different age groups.
  • To investigate developmental trajectories of implicit and explicit memory.

Main Methods:

  • A comparative study involving students with and without mental retardation across three age cohorts.
  • Assessment using standardized implicit and explicit memory tasks.

Main Results:

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  • Students without mental retardation outperformed those with mental retardation on explicit memory tasks.
  • No significant differences were observed between the groups on implicit memory tasks.
  • Both implicit and explicit memory showed developmental increases from childhood to early adolescence, plateauing thereafter.

    • Conclusions:

    • Implicit memory may represent a relative strength for students with mental retardation.
    • Further research into implicit memory processes could inform educational and training strategies for this population.