The effects of rehearsal training on the memory performance of mentally retarded adolescents PDF Download
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Author: Jeanne Martin
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Author: Jeanne Martin
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Author: Deborah C. Levin
Publisher:
ISBN:
Category :
Languages : en
Pages : 494
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Author: Eva Margaret Gadberry
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 124
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Author: John Anthony Nietupski
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 214
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Author: Norman Dorpat
Publisher:
ISBN:
Category : Memory
Languages : en
Pages : 274
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Book Description
"The purpose of this study was to test the effects of cumulative rehearsal training in a keeping-track task on the subsequent performance of retarded subjects with IQ's in the range of 43 to 68. Twenty-two institutionalized persons were divided into control and treatment groups equated according to IQ, MA, CA, and pretest performance. Subjects were administered a pretest on the keeping track task to determine the presence or absence of strategic behaviors in their memory performance. The treatment group received training relating to several aspects of efficient memorization. Training was given in the following skills: attending to task; categorization of stimulus items; the use of a verbal rule; and the use of cumulative rehearsal. An operant training procedure was utilized, with delivery of social praise, stars, and a certificate of completion contingent upon successful performance. The cumulative rehearsal task was sequenced from least difficult (1 item, concrete objects) trials to most difficult (4 item, abstract objects) trials. The attainment of criterion level on attending and use of the verbal rule was prerequisite to training in cumulative rehearsal. If subjects were unable to categorize, they were eliminated from the study. The training phase continued throughout 11 weeks. Total number of trials was dependent upon how quickly criterion was reached. Following training, a posttest was administered to all subjects. Tests were scored by absolute accuracy and pretest-posttest difference scores. In analyzing the absolute accuracy [erformance level on the keeping-track task, the analysis of variance indicated that the training group performed significantly better than did the control group, that the posttest performance significantly exceeded that on the pretest, and that there was a significant interaction bet veen treatment conditions and test conditions (p
Author: Katherine Stevenson Pannell
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 80
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Author: Adrian F. Ashman
Publisher: Routledge
ISBN: 0429952031
Category : Education
Languages : en
Pages : 372
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Book Description
First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das’s theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.
Author:
Publisher: Academic Press
ISBN: 0080857884
Category : Medical
Languages : en
Pages : 201
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Book Description
International Review of Research in Mental Retardation
Author:
Publisher:
ISBN:
Category : Intellectual disability
Languages : en
Pages : 796
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Includes the association's conference proceedings and addresses.
Author: Julia Karbach
Publisher: Frontiers E-books
ISBN: 2889191451
Category :
Languages : en
Pages : 208
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Book Description
Throughout the entire lifespan, individuals are required to adapt to the demands of changing developmental contexts and dynamic social environments. The potential modifiability of a person's cognitive and neural processes has been referred to as plasticity. One way to assess cognitive and neural plasticity is to apply training interventions and to measure the related changes in trained and untrained situations. Over the last decade, the literature on the effects of cognitive interventions has been growing rapidly, oftentimes focusing on the magnitude, scope, and maintenance of training-related benefits and their transferability to untrained tasks and abilities. Recent studies show that plasticity is present across the lifespan, although it seems to decline in older age, and that the long-term maintenance as well as the transferability of training gains strongly depends on the type and the intensity of the intervention. The findings from behavioral cognitive training research have also been accompanied by findings from cognitive neuroscience. The related observations oftentimes point to training-induced changes in a number of cortical and subcortical regions, which may be responsible for the magnitude of training and of transfer effects. Thus, cognitive training may be a promising tool for understanding basic mechanisms of adaptive behavior on the one hand and for designing applications and interventions within different disciplines in psychology on the other hand. However, not all studies have consistently shown beneficial effects of cognitive training and some questions that are critical for our understanding of plasticity are still unanswered. What are the key processes mediating training effects on laboratory tasks and in real world situations? Which characteristics of the training process and of the trainings situations mediate transfer effects? Are training effects subject to age-related changes? How are training-induced neural changes in the brain related to improvements in cognitive performance? How effective are training interventions in patients with specific cognitive impairments? To what extent can age-related cognitive decline be compensated by means of cognitive training? The focus of this Research Topic is on training-induced cognitive and neural plasticity across the lifespan. The goal is to provide a broad scope of state-of-the art research in order to enhance our knowledge regarding the mechanisms underlying plasticity. We invite contributions applying behavioral, computational, and neuroscientific approaches, reviews, and theoretical contributions. Contributions are also welcomed if they focus on the implications of cognitive training in applied fields like educational and clinical settings as well as rehabilitation and training science.
