Organizing Input for Mentally Retarded Subjects to Enhance Memory and Transfer

1989 ◽  
Vol 6 (3) ◽  
pp. 247-254 ◽  
Author(s):  
Patricia Del Rey ◽  
Deborah Stewart
Keyword(s):  
Children And Adolescents ◽  
Positive Impact ◽  
Mentally Retarded ◽  
Contextual Interference ◽  
Transfer Performance ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Timing Task ◽  
Strategic Processes ◽  
Mentally Retarded Children

An investigation was conducted with mildly mentally retarded subjects to investigate memory and transfer performance on a coincident timing task using 6- to 17-year-olds. Battig’s (1979) methodological and theoretical views on contextual interference were employed. Blocked and random practice schedules were administered during acquisition trials. In addition, a third acquisition group was created, identified as “sequenced,” which was characterized as a type of experimenter imposed strategy. This manipulation represented a practice schedule between blocked and random. The effects of these three practice schedules were investigated regarding their influence on retention and transfer. Support was found in retention for random acquisition and sequencing practice schedules. The use of strategic processes was viewed to have a positive impact on the retention of mentally retarded children and adolescents but the information was not transferable.

Psychiatric Disorders in Mildly and Severely Mentally Retarded Urban Children and Adolescents: Epidemiological Aspects

1986 ◽  
Vol 149 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Christopher Gillberg ◽  
Eva Persson ◽  
Marianne Grufman ◽  
Ulla Themnér
Keyword(s):  
Mental Retardation ◽  
Children And Adolescents ◽  
Psychiatric Disorders ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Mentally Retarded ◽  
Urban Children ◽  
Psychiatric Condition ◽  
Child Population ◽  
Mentally Retarded Children

A total of 149 children aged 13–17 years were examined. 83 were mildly and 66 severely mentally retarded. These children, especially the severely retarded ones, are representative of all mentally retarded children born in 1966–1970 and living in Göteborg, Sweden. 64% of the severely mentally retarded and 57% of the mildly mentally retarded children were suffering from a handicapping psychiatric condition. Autism-like ‘psychotic behaviour’ was common in the severely retarded. 0.2% of the total child population aged 13–17 years suffering from the combination of mental retardation and ‘psychotic behaviour’. Epilepsy was associated with psychiatric abnormality, but Down's syndrome was generally not so associated.

Effects of Contextual Interference on Learning Technical Sports Skills

1992 ◽  
Vol 75 (2) ◽  
pp. 555-562 ◽  
Author(s):  
Laura Bortoli ◽  
Claudio Robazza ◽  
Valter Durigon ◽  
Carlo Carra
Keyword(s):  
Transfer Test ◽  
Laboratory Experiments ◽  
Contextual Interference ◽  
Superior Performance ◽  
Instructional Setting ◽  
Learning Skills ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Practice Analysis ◽  
Sports Skills

The effects of contextual interference on learning skills of volleyball (volley, bump, serve) are influenced by the scheduling of actual practice sessions: the activities can be proposed in a repetitive practice schedule (blocked practice) by continuously repeating the same task (low interference) or in random practice schedules by performing more tasks or variations of one same activity (high interference). High contextual interference, even though causing immediate limited performance, leads to superior performance on retention and transfer tests. Four experimental groups (13 students each) were placed in conditions of random, blocked, serial, and serial with high interference practice for 8 meetings (2 tests and 6 practice). Analysis yielded significant differences among the groups on a transfer test (long transfer) for the serve, so results in this instructional setting are partially in line with those generally found in laboratory experiments.

Effects of Selected Types of Feedback on an Anticipation Timing Task with Moderately Mentally Retarded Children

1984 ◽  
Vol 1 (2) ◽  
pp. 141-146
Author(s):  
Rita Byde ◽  
Bruce A. McClenaghan
Keyword(s):  
Motor Skills ◽  
Group Analysis ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Interactive Effects ◽  
Timing Task ◽  
Key Press ◽  
Dependent Variables ◽  
Mentally Retarded Children ◽  
Age Range

The purpose of this study was to examine the effects of selected types of feedback on the performance of an anticipation timing task by moderately mentally retarded children. Seventeen children, aged 10 to 16 years and classified as moderately mentally retarded (IQ = 44, range 32-54) participated as subjects for this investigation. Subjects were required to perform a key press response in anticipation to the arrival of a stimulus light. Data were analyzed utilizing a 4(treatment) × 2(gender) × 3(group) analysis of variance on the dependent variables. No significant main or interactive effects were found. Several possible explanations may account for these results including, (a) age range of the subjects may have biased the results, (b) the moderately retarded child may have had insufficient motor skills to successfully perform the tasks, (c) the personality characteristics of the subjects prevented them from perceiving their impact on performance, and/or (d) the type of feedback provided may not have been appropriately interpreted by the subjects.

scholarly journals Specificities of psychoses in children and adolescents with mental retardation

2003 ◽  
Vol 56 (5-6) ◽  
pp. 251-255
Author(s):  
Dusan Kolar ◽  
Svetomir Bojanin ◽  
Mila Kolar
Keyword(s):  
Mental Retardation ◽  
Children And Adolescents ◽  
Social Factors ◽  
Psychotic Disorders ◽  
Neurodevelopmental Disorder ◽  
Mentally Retarded ◽  
Differential Diagnostics ◽  
Mentally Retarded Children ◽  
Clinical Pictures ◽  
Developmental Psychiatry

Mental retardation is a heterogeneous neurodevelopmental disorder characterized by arrested or incomplete psychological development. The first part of the study deals with psychological and biological factors: etiology and pathogenesis of mental retardation and comorbid psychiatric disorders Their etiopathogenesis is similar as in other neurodevelopmental disorders and it was analyzed in the part dealing with biological specificities of persons with mental retardation. Numerous bio-psycho-social factors cause increased vulnerability of the mentally retarded to development of mental disorders. Thus, prevalence of these disorders is higher in mentally retarded persons than in general population. This study also deals with specificities regarding diagnosis of psychotic disorders in mentally retarded persons as well as neurobiologic, epidemiologic, clinical and therapeutic characteristics of schizophrenic psychoses, autism and affective disorders in persons with mental retardation. Special emphasis was given to diagnostics of these disorders in mentally retarded children and adolescents, as well as to problems of differential diagnostics. Apart from other things, we have concluded that specific clinical pictures demand subspeciality approach in the frame of developmental psychiatry.

Sign in / Sign up

Export Citation Format

Share Document