精神薄弱(児)者の記憶過程
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概要
- 論文の詳細を見る
Short-term memory is an area in which retarded individuals have long been regarded as deficient, but the explanations seeking to account for this deficiency have varied widely. Some have postulated a defect in biological makeup, whereas others have looked for ways in which they make poor use of essentially intact memory ability. Practically speaking. the distinction lies in the ease with which improvement can be brought about through training. Contemporary memory theories emphasize the latter. However, it must be recognized that measurement of memory ability is complex. It is determined by the amount acquired when the material is presented, the rate at which acquired material is forgotten, and the accuracy with which the material is retrieved. The bulk of the evidence shows that since both retarded people and normal people forget at the same rate, retarded person's memory deficit is due to an acquisition or a retrieval deficiency rather than to defective retention. The general consensus of opinion is that a characteristic feature of the memory deficiency is an inadequate spontaneous use of acquisition and/or retrieval strotegies in memory processes. In many of the memory tasks, efficient performance depends upon the spontaneous use of useful strategies in memory processes. As information is presented, the subject must manipulate and transter it in accordance with the nature of the task. In most cases, the best approach is to give careful attention to only appropriate parts of the material. In free-recall tasks, the associative clustering techniques can be of help. In paired-associate tasks, the optimal strategy is to add conceptual information in order to assist the memory. In some memory tasks, the subject should repeat the material to retain it in memory rather than let it be forgotten. In some of these tasks, the subject should also attempt to set aside previous materials. The failure to accomplish these strategies is a major source of the memory deficiencies shown by retarded subjects. Above all, a deficiency in the use of repetition is one of the most firmly established cognitive characteristics of retarded individuals. Primary sources of evidence that the retarded do not spontaneously rehearse have been the serial position effect (Ellis 1970) and pause patterns (Belmont & Butterfield 1969). Research in training methods has demonstrated that many deficiencies in retarded individuals are of production type. Retarded individuals can be trained in the use of memory strategies. There is, however, some evidence that the training may be limited in its ability to produce broad transfer. This problem can probably be overcome by very extensive training or overlearning.
- 日本特殊教育学会の論文
- 1977-10-15