Document Type

Article

Language

eng

Format of Original

6 p.

Publication Date

1979

Publisher

American Association on Mental Deficiency (American Association on Intellectual and Developmental Disabilities)

Source Publication

American Journal of Mental Deficiency

Source ISSN

0002-9351

Original Item ID

10.1080/10503300701432242

Abstract

Type I incidental learning of mentally retarded children was investigated. Four orienting-instruction conditions and two tasks (two and three dimensions) were used. One orienting-instruction condition was found to be superior for enhancing incidental learning. This task-specific strategy continued to produce the best incidental learning during a 24-hour follow-up session. The results were discussed in terms of recent memory models. Directions for future research were delineated.

Comments

Published version. American Journal of Mental Deficiency (American Journal on Intellectual and Developmental Disabilities), Vol. 84, No. 1 (1979): 19-24. DOI. © 1979 American Association on Intellectual and Developmental Disabilities. Used with permission.

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