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Labeling, rehearsal, and short-term memory in retarded children

dc.contributor.authorHagen, John Williamen_US
dc.contributor.authorStreeter, Lynn A.en_US
dc.contributor.authorRaker, Richarden_US
dc.date.accessioned2006-04-07T16:43:54Z
dc.date.available2006-04-07T16:43:54Z
dc.date.issued1974-10en_US
dc.identifier.citationHagen, John W., Streeter, Lynn A., Raker, Richard (1974/10)."Labeling, rehearsal, and short-term memory in retarded children." Journal of Experimental Child Psychology 18(2): 259-268. <http://hdl.handle.net/2027.42/22264>en_US
dc.identifier.urihttp://www.sciencedirect.com/science/article/B6WJ9-4D60HK3-8Y/2/bcd98f24c044de72505c2ad5432e939ben_US
dc.identifier.urihttps://hdl.handle.net/2027.42/22264
dc.identifier.urihttp://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=4427096&dopt=citationen_US
dc.description.abstractA short-term memory task was used to explore the effects of verbal labeling and rehearsal on serial-position recall in mildly retarded 9- to 11-year-old children. A stimulus array consisting of seven cards depicting familiar animals was presented for seven trials. In Expt I, recall when subjects labeled the pictures as they were shown was compared to recall when no labeling occurred. Total recall was not affected, but for the older CA group primacy recall was hindered and recency recall was facilitated by labeling. In Expt II, three variations of rehearsal of the names to be recalled were compared. When prompting accompanied rehearsal, recall improved at both recency and primacy positions. When prompting occurred for the primacy positions only, recall was higher for these positions but not for other positions. These results support the view that verbal skills affect recall in mildly retarded children similarly to normal children.en_US
dc.format.extent660552 bytes
dc.format.extent3118 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherElsevieren_US
dc.titleLabeling, rehearsal, and short-term memory in retarded childrenen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumThe University of Michigan, USAen_US
dc.contributor.affiliationumThe University of Michigan, USAen_US
dc.contributor.affiliationumThe University of Michigan, USAen_US
dc.identifier.pmid4427096en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/22264/1/0000701.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1016/0022-0965(74)90106-4en_US
dc.identifier.sourceJournal of Experimental Child Psychologyen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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