Consolidating Facts into the Schematized Learning and Memory System of Educable Retardates

Publisher Summary This chapter discusses the schematized learning and memory system of educable retardates. A number of studies have contributed to understanding of how retardates perform at each of the stages in the schematized learning and memory system. It appears that a major difference between the educable retardates and equal-CA normals occurs at the retrieval stage and results largely from retardates' inefficient organization at input. If material is stored in organized form, external and/or subjective cueing is more likely to result in successful retrieval. The theoretical structure used in this chapter is the idealized memory system trichotomized for simplicity into input, storage, and retrieval. The organism attends to the stimulus, which enters the central nervous system (CNS), perseverates for a short time in the sensory register (SR) and is stored temporarily (short-term memory, STM) or more permanently (long-term memory, LTM). Once stored in long-term memory, the stimulus can be retrieved at some later time or may be lost forever. In this chapter, examples of retardates' difficulties in recognizing and utilizing information-reducing aspects of a stimulus are discussed as evidence of their general problem in selectively scanning and organizing material at input.

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