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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study

Poloczek, Sebastian; Henry, Lucy A.; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David J.; Schuchardt, Kirsten and van der Molen, Mariët J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58 pp. 83–93.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.ridd.2016.08.014
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Abstract

Background: There is a long-held view that verbal short-term memory problems of individuals with intellectual disabilities (ID) might be due to a deficit in verbal rehearsal. However, the evidence is inconclusive and word length effects as indicator of rehearsal have been criticised. Aim & Method: The aim of this multi-site European study was to investigate verbal rehearsal in adolescents with mild ID (n=90) and a comparison group of typically developing children matched individually for mental age (MA, n=90). The investigation involved: (1) a word length experiment with non-verbal recall using pointing and (2) ‘self-paced’ inspection times to infer whether verbal strategies were utilised when memorising a set of pictorial items. Results: The word length effect on recall did not interact with group, suggesting that adolescents with ID and MA comparisons used similar verbal strategies, possibly phonological recoding of picture names. The inspection time data suggested that high span individuals in both groups used verbal labelling or single item rehearsal on more demanding lists, as long named items had longer inspection times. Conclusions: The findings suggest that verbal strategy use is not specifically impaired in adolescents with mild ID and is mental age appropriate, supporting a developmental perspective.

Item Type: Journal Item
Copyright Holders: 2016 Elsevier Ltd.
ISSN: 0891-4222
Keywords: intellectual disability; memory span; memory strategies; children / adolescents; word length effects; self-pacing
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 47434
Depositing User: David Messer
Date Deposited: 04 Oct 2016 15:36
Last Modified: 01 May 2019 15:28
URI: http://oro.open.ac.uk/id/eprint/47434
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