Use of categorical knowledge to aid recall

L. H. Bilsky, Neff Walker, P. Jones, B. Scheyer, M. Black

Research output: Contribution to journalArticle

Abstract

Recall performance of 84 mildly retarded adolescents and 84 non-retarded fourth graders was compared under various encoding conditions. The seven encoding conditions consisted of the following format-cueing combinations: simultaneous-subject cues, simultaneous-experimenter cues, sort-subject cues, sort-experimenter cues, sequential-subject cues, sequential-experimenter cues and sequential-no cues. Stimuli were 24 colour pictures from six catgories. Results indicated generally comparable levels of recall performance for retarded and non-retarded subjects. However, retarded subjects were less responsive to sort and experimenter cue conditions, which led to increased recall in the non-retarded subjects. It was suggested that retrieval difficulties may be interfering with the ability of retarded individuals to utilize categorical knowledge to facilitate recall.

Original languageEnglish (US)
Pages (from-to)11-20
Number of pages10
JournalJournal of Mental Deficiency Research
Volume26
Issue number1
Publication statusPublished - 1982
Externally publishedYes

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ASJC Scopus subject areas

  • Psychiatry and Mental health

Cite this

Bilsky, L. H., Walker, N., Jones, P., Scheyer, B., & Black, M. (1982). Use of categorical knowledge to aid recall. Journal of Mental Deficiency Research, 26(1), 11-20.