IOE EPrints

An investigation into the learning and memory processes of children with moderate learning difficulties: under which conditions do MLD children use learning/recall strategies.

Male, Dawn Bernadette. (1992) An investigation into the learning and memory processes of children with moderate learning difficulties: under which conditions do MLD children use learning/recall strategies. PhD thesis, Institute of Education, University of London.

[img]
Preview
Text
128464.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (1981Kb) | Preview

Abstract

Studies into the recall performance of children with moderate learning difficulties (MLD) have consistently and repetitiously shown that, where strategies are needed, these children perform deficiently when compared to typical children of the same age. The present study challenges these findings by demonstrating that MLD children can spontaneously engage in active and effective strategic behaviour, providing that the task requirements are effective in eliciting these skills. The notion of "Task Authenticity", as perceived by the memorizer, is presented to explain why some tasks, and not others, are effective in eliciting strategies already at the disposal of the MLD memorizer. Further study of the notion of "Task Authenticity" from the perspective of the memorizer reveals a taxonomy of authentic features which, when incorporated into recall tasks, will be effective in prompting the employment of mnemonic strategies to aid recall. Six factors are identified: real-world relevance, personal relevance, concrete materials, practical engagement, sensory appeal and game format. Findings from the final phase of the study, which compares spontaneous strategic employment by MLD subjects across authentic and non-authentic tasks, support and extend previous findings which indicated that MLD subjects were capable of spontaneously engaging in active and effective strategic mechanisms for authentically-perceived tasks, but not for tasks of a discrete, de-contextualised or rote-type nature. The practical implications of these findings are discussed in the final chapter and a classroom-based instructional model is proposed.

Item Type: Thesis (PhD)
Controlled Keywords: Moderate learning difficulties,Learning style,Memory,Remembering,Tasks (learning),Cognition
Subjects: Departments > Psychology and Human Development
Depositing User: Mr Andrew Welshman
Date Deposited: 13 Jun 2014 14:56
Last Modified: 23 Mar 2015 11:25
View Record in Library Catalogue: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/x/0/0/5/3?searchdata1=a128464{CKEY}
View Item View Item