Is Minimal Strategy Instruction Sufficient for LD Children? -Testing the Production Deficiency Hypothesis

1987 ◽  
Vol 10 (4) ◽  
pp. 267-275 ◽  
Author(s):  
Lynn M. Gelzheiser ◽  
Rebecca Cort ◽  
Margaret Jo Shepherd
Keyword(s):  
Learning Disabilities ◽  
Free Recall ◽  
Strategy Instruction ◽  
Learning Disabled ◽  
Strategy Use ◽  
Recall Task ◽  
Control Group ◽  
Free Recall Task ◽  
Task Groups ◽  
Normally Achieving

To test a production deficiency view of learning disabilities, the performance of learning disabled and normally achieving children given minimal instruction to use organizing strategies was compared to the performance of students engaged only in practice with a free recall task. Groups were selected as having equivalent pretest recall. On a posttest where strategy use was not prompted, the instructed group showed higher levels of strategy use than the control group. No differences were found between learning disabled and normally achieving subjects' strategy use. The instructed group recalled more than the control group. In contrast to predictions based on a production deficiency hypothesis, learning disabled groups recalled less than the normally achieving group. Factors that may have contributed to this finding are discussed.

Free Recall and Subjective Organization in Performance of Learning Disabled Children

1977 ◽  
Vol 40 (1) ◽  
pp. 117-118 ◽  
Author(s):  
Barry J. Wilson
Keyword(s):  
Free Recall ◽  
Elementary School Children ◽  
Learning Disabled ◽  
Recall Task ◽  
Subjective Organization ◽  
Disabled Children ◽  
Free Recall Task ◽  
Normally Achieving ◽  
Categorical Clustering ◽  
Learning Trials

16 learning disabled elementary school children were compared with 16 normally achieving classmates on a 12-item free-recall task administered over 12 learning trials. Learning disabled children were expected to exhibit deficit in recall and deficient organization of the material. A slight deficit in recall was noted with virtually identical scores on subjective organization. Results are inconsistent with previous research using categorical clustering as an index of organization.

Aging, Attributions, Perceived Control, and Strategy Use in a Free Recall Task

1998 ◽  
Vol 5 (2) ◽  
pp. 85-106 ◽  
Author(s):  
Christopher Hertzog ◽  
Christy L. McGuire ◽  
Tara T. Lineweaver
Keyword(s):  
Free Recall ◽  
Perceived Control ◽  
Strategy Use ◽  
Recall Task ◽  
Free Recall Task

Assessment of Metamemory Knowledge and Use of Strategy

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1203-1206 ◽  
Author(s):  
N. Huet ◽  
C. Mariné
Keyword(s):  
Free Recall ◽  
Strategy Use ◽  
Recall Task ◽  
Free Recall Task ◽  
The Subject

Four procedures for assessment of metamemory knowledge about strategies are examined in relation to strategy use in a recall task by adults. Analysis provides evidence that only the procedure for assessment of knowledge about the usefulness of the categorical strategy when spontaneously expressed by the subject could predict its use on a free-recall task

ADHD reflects impaired externally directed and enhanced internally directed attention in the immediate free-recall task.

2019 ◽  
Vol 128 (2) ◽  
pp. 173-183 ◽  
Author(s):  
Bradley S. Gibson ◽  
M. Karl Healey ◽  
Dawn M. Gondoli
Keyword(s):  
Free Recall ◽  
Recall Task ◽  
Free Recall Task ◽  
Directed Attention

Acquisition and Clustering in Multiple-Trial Free Recall as a Function of Meaningfulness of Dissyllables

1973 ◽  
Vol 33 (1) ◽  
pp. 27-30
Author(s):  
Marianne W. Segal ◽  
Gayle A. Olson
Keyword(s):  
Free Recall ◽  
Recall Task ◽  
Free Recall Task ◽  
Superior Recall ◽  
Associative Relatedness

Lists of 10 dissyllables varying in meaningfulness were presented to subjects in a multiple-trial free recall task. Measures of recall and clustering showed superior recall and greater amounts of clustering for the high-meaningful list than for the low-meaningful list. Differential item integration and associative relatedness were mechanisms employed to explain the differences.

scholarly journals Incidental information processing and verbal intelligence

2017 ◽  
Vol 10 (2) ◽  
pp. 5-19
Author(s):  
E.V. Gavrilova ◽  
S.S. Belova
Keyword(s):  
Information Processing ◽  
Free Recall ◽  
Recall Task ◽  
Cognitive Tasks ◽  
Processing Conditions ◽  
Verbal Information ◽  
Verbal Intelligence ◽  
Free Recall Task ◽  
Creative Task ◽  
Verbal Tasks

This article aims to reveal interaction between verbal intelligence and efficiency of intentional and incidental verbal information processing. Participants were exposed to pairs of words about which they have to decide whether a city name was presented in each pair. Thus, semantics of words was processed intentionally, whereas their phonemic features (rhymed vs. unrhymed pairs) were processed incidentally. The efficiency of stimuli processing was estimated in two different cognitive tasks – word free-recall task and word usage in new creative task. It was found that verbal intelligence was positively correlated with number of recalled stimuli which were congruent to both intentional and incidental processing conditions. Moreover, verbal intelligence was positively correlated with usage of incongruent stimuli which were processed incidentally in creative task. The results are discussed in terms of contemporary frameworks of information processing in verbal tasks.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals It matters how to recall – task differences in retrieval practice

2020 ◽  
Vol 48 (6) ◽  
pp. 699-728
Author(s):  
Tino Endres ◽  
Lena Kranzdorf ◽  
Vivien Schneider ◽  
Alexander Renkl
Keyword(s):  
Free Recall ◽  
Retrieval Practice ◽  
Situational Interest ◽  
Recall Task ◽  
Expository Texts ◽  
Free Recall Task ◽  
Short Answer ◽  
Task Differences ◽  
Calibration Free ◽  
Metacognitive Calibration

AbstractThe type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.

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