Implicit and explicit memory in individuals with mental retardation.
Students with and without mental retardation from three age groups were compared on implicit and explicit memory tasks. Consistent with previous research on intelligence-related differences in controlled and automatic processes, students without mental retardation performed better than those with mental retardation on the explicit memory task, but there was no difference between groups on the implicit memory task. For both groups implicit and explicit memory increased from age 6 to 8 to age 10 to 12, but did not significantly increase to age 15 to 17. Because implicit memory appears to be a relative strength for students with mental retardation, we suggest further exploration into broader types of implicit processes that may be useful in training situations.
Wyatt
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BS
Department of Psychology, University of Alabama, Tuscaloosa 35487-0348, USA. fconners@gp.as.ua.edu
Conners
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FA
D000293:Adolescent; D000367:Age Factors; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004495:Education of Persons with Intellectual Disabilities; D005556:Form Perception; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis / Q000523:psychology*; D007361:Intelligence Tests / Q000706:statistics & numerical data; D008568:Memory; D010466:Perceptual Closure; D011597:Psychomotor Performance; D012720:Severity of Illness Index; D013663:Teaching; D014796:Visual Perception