Memory and metamemory differences between potentially learning disabled and normal-achieving grade four students

Ryan, Robert Francis Patrick (1988) Memory and metamemory differences between potentially learning disabled and normal-achieving grade four students. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The subjects for this investigation were fourth grade students identified as either Potentially Learning Disabled (PLD) or Normal-Achieving (NA). Study 1 utilized two research strategies to examine recall and strategy use (using an individually administered, picture-cued memory task) and metamemorial knowledge (using an adaptation of Kreutzer, Leonard, Flavell, 1975 instrument). The first research strategy was to examine possible differences between NA and PLD students in recall performance, strategy use and metamemorial knowledge. The second research strategy was to examine, within each group, the intercorrelations among recall performance, strategy use, study time and metamemorial knowledge. Study 2 (substudy) tested for differences between PLD and NA students on a group administered, picture-cued memory task exploring differences in recall under intentional and unintentional memory conditions. -- The results of Study 1 indicated that the PLD group were significantly less efficient in their utilization of memory strategies, verbalized significantly less knowledge about memory, and studied for significantly less time. PLD boys were especially quick in their approach. While the NA group recalled slightly more pictures, this difference was not statistically significant. The NA and PLD groups displayed two common correlation patterns (ie. Recall with strategy use; strategy use with metamory). The findings of Study 2 indicated the NA group recalled significantly more in both unintentional and intentional memory conditions, contrary to evidence from some earlier studies on automatic processing. -- These findings are discussed with particular emphasis on their implications for strategy training in particular and instructions in general.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/4327
Item ID: 4327
Additional Information: Bibliography: leaves 114-119.
Department(s): Education, Faculty of
Date: 1988
Date Type: Submission
Library of Congress Subject Heading: Learning disabled children; Memory

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