The Effect of Forced Mediation Upon Short-Term Memory of Children with Learning Disabilities.
This study focused upon the effect of instructions (forced rehearsal, voluntary rehearsal, and attention) upon the learning of 15 words presented either visually by slides or aurally by tape to learning disabled and normal children. Results were that the performance of learning disabled children was...
| Publicado en: | Journal of Learning Disabilities Vol. 5; no. 10; pp. 605 - 610 |
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| Formato: | Artículo |
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Sage Publications Inc.
Dec1972
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19113541&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19113541 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Dec1972 vid: 5 iid: 10 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19113541 10.1177/002221947200501003 ppf: 605 ppct: 5 formats: tig: atl: The Effect of Forced Mediation Upon Short-Term Memory of Children with Learning Disabilities. aug: au: Byran, Tanis Schwartz affil: College of Education, University of Ill., Chicago Circle, Chicago, Ill. 60680. su: Development of children with disabilities Learning strategies Children with learning disabilities Audiovisual aids in education Self-esteem Systematic instruction sug: subj: Development of children with disabilities Learning strategies Children with learning disabilities Audiovisual aids in education Self-esteem Systematic instruction ab: This study focused upon the effect of instructions (forced rehearsal, voluntary rehearsal, and attention) upon the learning of 15 words presented either visually by slides or aurally by tape to learning disabled and normal children. Results were that the performance of learning disabled children was significantly poorer under the auditory and visual presentations irrespective of instructions. The auditory presentation was more difficult for both groups than the visual presentation. An unobtrusive measure of self-esteem did not discriminate the two groups of children. Results are discussed in terms of the development of learning strategies and the problem of measurement of self-esteem in learning disabled children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1972 holdings: @attributes: islocal: N |
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