Semantic processing can facilitate free recall in mildly retarded adolescents.
The efficacy of semantic processing in free recall was investigated in two experiments with EMR adolescents. In Experiment 1, they were taught to use one of two semantic strategies for memorizing a 15-word list. Compared with controls, neither strategy helped recall either in original learning or transfer. In Experiment 2, one of the semantic strategies, a story mnemonic, was investigated further. Rather than being taught to construct their own stories as in Experiment 1, subjects in Experiment 2 were provided with experimenter-composed stories. They showed better immediate recall and retention after 2 months than did no-strategy controls. However, about 1 year after original learning, the retention of experimental and control subjects no longer differed. Discussion focused on the story mnemonic's potential utility and the criteria for judging such potential, e.g., amount of facilitation, ease of training and performance of the strategy, and the degree of its generalizability.
D000293:Adolescent; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D012153:Retention, Psychology; D012660:Semantics; D014706:Verbal Learning