An investigation into the learning and memory processes of children with moderate learning difficulties: under which conditions do MLD children use learning/recall strategies.

摘要

Studies into the recall performance of children with moderateudlearning difficulties (MLD) have consistently and repetitiously shownudthat, where strategies are needed, these children perform deficientlyudwhen compared to typical children of the same age.udThe present study challenges these findings by demonstrating thatudMLD children can spontaneously engage in active and effectiveudstrategic behaviour, providing that the task requirements areudeffective in eliciting these skills.udThe notion of "Task Authenticity", as perceived by the memorizer, isudpresented to explain why some tasks, and not others, are effective inudeliciting strategies already at the disposal of the MLD memorizer.udFurther study of the notion of "Task Authenticity" from theudperspective of the memorizer reveals a taxonomy of authenticudfeatures which, when incorporated into recall tasks, will be effectiveudin prompting the employment of mnemonic strategies to aid recall.udSix factors are identified: real-world relevance, personal relevance,udconcrete materials, practical engagement, sensory appeal and gameudformat.udFindings from the final phase of the study, which comparesudspontaneous strategic employment by MLD subjects across authenticudand non-authentic tasks, support and extend previous findings whichudindicated that MLD subjects were capable of spontaneously engagingudin active and effective strategic mechanisms for authentically-perceivedudtasks, but not for tasks of a discrete, de-contextualised orudrote-type nature.udThe practical implications of these findings are discussed in the finaludchapter and a classroom-based instructional model is proposed.