Improving Reasoning and Recall: The Differential Effects of Elaborative Interrogation and Mnemonic Elaboration

1993 ◽  
Vol 16 (3) ◽  
pp. 233-240 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
G. Sharon Sullivan ◽  
L. Susan Hesser
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Mild Mental Retardation ◽  
Differential Effects ◽  
Elaborative Interrogation ◽  
Dinosaur Extinction ◽  
Direct Teaching ◽  
Mnemonic Instruction ◽  
Representational Pictures

This investigation sought to determine whether elaborative interrogation techniques would facilitate recall of information relevant to, but not included in, mnemonic and representational pictures. Fifty-three adolescents with learning disabilities or mild mental retardation were taught information about nine reasons for dinosaur extinction, ranked in order of plausibility. In the direct teaching condition, students were provided with each ordered reason and an explanation for why that reason may have resulted in dinosaur extinction. In the elaborative interrogation condition, students were provided with each ordered reason and prompted and questioned to provide an explanation for each. In the mnemonic elaborative interrogation condition, students were provided with mnemonic peg-words to facilitate recall of the ordered reasons for dinosaur extinction and also coached and prompted to provide explanations. Students' recall of ordered reasons was higher in the mnemonic elaborative interrogation condition, and students in the two elaborative interrogation conditions recalled more explanations than did students in the direct teaching condition. Further, students in both elaborative interrogation conditions more accurately linked reasons with explanations for those reasons. Findings are discussed with respect to previous findings of mnemonic instruction. Implications for teaching students with mild cognitive disabilities are provided.

An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 282-300 ◽  
Author(s):  
Phyllis Levine ◽  
Eugene Edgar
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
School Districts ◽  
Marital Status ◽  
Postsecondary Education ◽  
Independent Living ◽  
Mild Mental Retardation ◽  
Postschool Outcomes

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.

Perceptions of Control of Students with and without Cognitive Disabilities

1997 ◽  
Vol 81 (1) ◽  
pp. 195-206 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Susan B. Palmer
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Academic Success ◽  
Locus Of Control ◽  
Cognitive Disabilities ◽  
Adult Outcomes ◽  
Psychological Literature

Research in the educational and psychological literature has linked adaptive perceptions of control to positive adult outcomes like better employment, higher quality of life, and increased independence. In recent years these findings have been extended to people with mental retardation. Research with this population has suggested that they tend to be more externally oriented than peers without disabilities or peers with other types of disabilities. This research, however, has not provided direct comparisons between people with mental retardation and other populations. The present study compared the perceptions of control of 431 students (227 boys, 204 girls) ages 10–20 years ( M=14.3) with mental retardation ( n = 94), learning disabilities ( n = 159), or no disabilities ( n = 178). Analysis confirmed that students with mental retardation scored significantly more externally on measures of locus of control and artributions of academic success and failure than their peers with learning disabilities or without disabilities. The discussion focuses on implications for these students.

Can Children with Mild Mental Retardation Perceive Affordances for Action?

1993 ◽  
Vol 10 (2) ◽  
pp. 137-145 ◽  
Author(s):  
Martin E. Block
Keyword(s):  
Mental Retardation ◽  
Motor Skills ◽  
Cognitive Disabilities ◽  
Ecological Perspective ◽  
Perceptual Judgment ◽  
Ecological Approach ◽  
Mild Mental Retardation ◽  
Standing Long Jump ◽  
Long Jump

Recent evidence utilizing an ecological approach to perception (Gibson, 1979; Warren, 1984) suggests that children acquire the ability to distinguish what movement an environment “affords” soon after they acquire motor skills (e.g., Gibson et al., 1987; Palmer, 1989; Ulrich, Thelen, & Niles, 1991). However, it is still unclear whether or not children with cognitive disabilities can accurately perceive affordances (see Burton, 1987, 1990). The purpose of this study was to determine if boys with mild mental retardation could perceive affordances for the skill of jumping distances (standing long jump). Boys with mild mental retardation were asked to judge whether or not various distances could be jumped across by use of a two-footed takeoff and landing. Perceptual judgment was then compared to actual maximum jumping distance. Results indicate that boys with mental retardation were able to accurately perceive the affordance for jumping distance. Results were explained via an ecological perspective.

A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category

1996 ◽  
Vol 62 (4) ◽  
pp. 356-371 ◽  
Author(s):  
Donald L. MacMillan ◽  
Gary N. Siperstein ◽  
Frank M. Gresham
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Diagnostic Category ◽  
Specific Learning Disabilities ◽  
Mild Mental Retardation ◽  
Cognitive Demands ◽  
Relative Difficulty ◽  
Descriptive Term ◽  
Educational Treatment ◽  
Specific Learning

This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.

Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation

1994 ◽  
Vol 60 (6) ◽  
pp. 549-563 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
James H. Miller
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Problem Solving ◽  
Curriculum And Instruction ◽  
Mathematics Performance ◽  
National Council ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Concepts ◽  
Mild Retardation

Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.

The Pitfalls and Promises of Special Education Practice

1992 ◽  
Vol 59 (2) ◽  
pp. 168-172 ◽  
Author(s):  
Asa G. Hilliard
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Educational Outcomes ◽  
Assessment Practices ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Principles ◽  
Education Practice ◽  
Minority Cultures

It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.

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