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1、2023年智障儿童教学文献翻译 唐山师范学院本科毕业论文外文翻译 英文标题 Improving Memory Skills in Mentally Retarded Children Empirical Research and Strategies for Intervention 中文标题 提高弱智儿童记忆技巧的实证研究和干预策略 学 生 安陈立 指导教师 隋春玲 副教授 年 级 2023级 专 业 教育学 系 别 教育学院 唐山师范学院教育学院 2023年5月 Improving Memory Skills in Mentally Retarded Children Empirical
2、Research and Strategies for Intervention University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2023. Objective The poor memory skills of mentally retarded children have attracted attracted widespread research and practical interest.Research in this domain can be traced
3、 back as far as Galtons (1887) and Binets (1904) pioneering studies of intellectual performance.Almost from the beginning of the intelligence testing movement, memory items such as digit span have been included on standardized intelligence tests.It became clear, however, that the acknowledgment of m
4、emory inefficiency as one potentially definitive characteristic of mental retardation neither explained the source of memory deficits nor implied that the deficits were unmodifiable.Accordingly, during the past 15 years, attention has been directed toward investigating why the memory skills of menta
5、lly retarded persons appear to be inefficient and how the deficits might be remediated through training.The current research interest in the remediation of memory defects marks the beginning of a convergence of the concerns of the researcher with the interests of practitioners in education and clini
6、cal settings.In light of this shared interest, the goals of this chapter are two-fold: (a) to present an overview of advances in empirical research and theoretical accounts of the memory performance of retarded school-aged children and (b) to discu the practical implications of the improvement of me
7、mory skills through training.Since there are a number of recent, quite detailed reviews of research areas relevant to this topic (e.g.,Borkowski & Cavanaugh, 1979; Brown, 1978; Brown & Campione, 1978a, 1978b;Campione & Brown, 1977; Detter man, 1979; Glidden, 1979), our discuion will present a select
8、ive, le technical review of this literature.In-stead of striving for completene, we have selected research paradigms and investigations of particular relevance to those interested in practical applications of this research in educational and clinical settings.A Statement about Memory Theories Althou
9、gh a detailed discuion of memory theories would not be appropriate here, it is useful to introduce a few distinctions and indicate the kind of research we will be considering.Many different memory theories have been proposed, but there is agreement that there are at least two components of memory.On
10、e has been called long-term memory (LTM) and is presumed to be a store of accumulated knowledge.A persons LTM is conceived of as having enormous capacity, and information stored there is presumed to be fairly permanent.Although information in LTM is regarded as being relatively permanent, the fact t
11、hat information is available in memory does not guarantee that a person will be able to acce that information when it is required.We shall return to this distinction later because one major component of intelligence is the ability to acce stored information on the occasions when that information wou
12、ld be relevant.As will be seen, retarded children frequently fail to use relevant knowledge even when we know it is available, a fact that causes them problems in many areas, including those requiring deliberate memorization (Brown & Campione, 1980; Campione & Brown, 1978).A View of the Retarded Chi
13、ld Having sketched an overview of memory components, we need to ask wherein this system retarded children experience specific problems.Although we cannot review the entire literature here, we would like to indicate what seems to be the major strengths and weaknees.To do this, we intro-duce another d
14、istinction, that between involuntary and deliberate memorization (cf.Brown, 1975) or automatic and effortful memory (cf.Hasher &Zacks, 1979).The main point is that much of what a person remembers about the world finds its way into LTM with no apparent effort.People and places may be recognized, the
15、details of personally experienced events maybe recalled (including when and where they took place), and the eentialist of a conversation or story, etc., may be remembered without any deliberate attempt to remember them at the time these events were experienced.The memory system on these occasions se
16、ems to function automatically and requires minimal effort to function.The situations here are ones that tend to involve meaningful information and which require recall of general details.While there is not enough research upon which to base any strong claim, there is at least some reason to believe that in memory situations like these, mildly retarded children tend to perform quite well (Brown, 1974
