Document Detail


Children with intellectual disabilities may be impaired in encoding and recollecting incidental information.
MedLine Citation:
PMID:  23273507     Owner:  NLM     Status:  In-Data-Review    
Abstract/OtherAbstract:
Children with intellectual disabilities (ID) and controls were exposed to an incidental learning phase, where half of the participants received highly implicit instructions at test while the other half received explicit instructions. When learning was assessed for simple chunks of information, children with ID performed better with implicit instructions than with explicit ones, while the typically developing (TD) children performed equally well in the two test conditions. When more complex chunks were considered, performance was degraded for all children in the implicit instructions condition, while the TD children took advantage of receiving explicit instructions at test. Additionally, only TD children succeeded in a subsequent recognition test. These results suggest that intentional retrieval of complex information, even when learned implicitly, is deficient in children with ID. This argues towards the well-foundedness of educational methods preventing the recourse to intentional and effortful retrieval processes and complex material.
Authors:
Arnaud Witt; Annie Vinter
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  Research in developmental disabilities     Volume:  34     ISSN:  1873-3379     ISO Abbreviation:  Res Dev Disabil     Publication Date:  2013 Feb 
Date Detail:
Created Date:  2012-12-31     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8709782     Medline TA:  Res Dev Disabil     Country:  United States    
Other Details:
Languages:  eng     Pagination:  864-71     Citation Subset:  IM    
Copyright Information:
Copyright © 2012 Elsevier Ltd. All rights reserved.
Affiliation:
LEAD-CNRS, University of Bourgogne, France. Electronic address: arnaud.witt@u-bourgogne.fr.
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