Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study

Poloczek, Sebastian; Henry, Lucy A.; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David; Schuchardt, Kirsten; Molen, M.J. van der

doi:10.1016/j.ridd.2016.08.014

Cited by 10 publications

(14 citation statements)

References 37 publications

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“…Our results showed that children's use of naming and cumulative rehearsal was linked to their baseline memory span (for a similar finding linking span level to 'no phonological recoding' vs. 'naming as a simple verbal strategy', see Poloczek et al, 2016). This relationship could be because cumulative rehearsal improves baseline recall (but see Lewandowsky & Oberauer, 2015) or because limits to memory capacity restrict the use of cumulative rehearsal (Cowan & Vergauwe, 2015;Jarrold & Hall, 2013).…”

Section: Discussionsupporting

confidence: 53%

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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Poloczek

Henry

Messer

et al. 2019

Memory

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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study Use of verbal rehearsal is a key issue in memory development. However, we still lack detailed and triangulated information about the early development and the circumstances in which different forms of rehearsal are used. To further understand significant factors that affect children's use of various forms of rehearsal, the present study involving 108 primary school children adopted a multi-method approach. It combined a carefully chosen word length effect method with a self-paced presentation time method to obtain behavioural indicators of verbal rehearsal. In addition, subsequent trial-by-trial self-reports were gathered. Word length effects in recall suggested that phonological recoding (converting images to names-a necessary precursor for rehearsal) took place, with evidence of more rehearsal among children with higher performance levels. According to self-paced presentation times, cumulative rehearsal was the dominant form of rehearsal only for children with higher spans on difficult trials. The combined results of self-paced times and word length effects in recall suggest that 'naming' as simple form of rehearsal was dominant for most children. Self-reports were in line with these conclusions. Additionally, children used a mixture of strategies with considerable intra-individual variability, yet strategy use was nevertheless linked to age as well as performance levels.

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Section: Discussionsupporting

confidence: 53%

“…The set for the long word condition in the word length experiment was composed of black-and-white drawings with trisyllabic names like pineapple/Ananas and telephone/Telefon. For further details, including the complete word lists and ages of acquisition see Poloczek et al (2016).…”

Section: Picture Setsmentioning

confidence: 99%

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Poloczek

Henry

Messer

et al. 2019

Memory

Self Cite

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“…As regards the sub-vocal rehearsal process, the results are inconsistent: on the one hand, the study by Hasselhorn and Mähler (2007) showed a deficit when MIDs were compared to the control group of the same mental age; on the other hand, the study by Van der Molen et al (2007) revealed an intact automatic repetition when MIDs were compared to the equivalent chronological age control group and minimal differences when compared to the control group of the same mental age. Poloczek et al (2016) also reported that verbal strategy use was not impaired in adolescents with MIDs and was mental age appropriate.…”

Section: Introductionmentioning

confidence: 91%

Memory and linguistic/executive functions of children with borderline intellectual functioning

Dias

Albuquerque

Simões

2017

Applied Neuropsychology: Child

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Children with Borderline Intellectual Functioning (BIF) have received a minimal amount of research attention and have been studied in conjunction with Intellectual and Developmental Disabilities. The present study intends to broaden the knowledge of BIF, by analyzing domains such as verbal memory and visual memory, as well as tasks that rely simultaneously on memory, executive functions, and language. A cross-sectional, comparison study was carried out between a group of 40 children with BIF (mean age = 10.03; 24 male and 16 female), and a control group of 40 normal children of the same age, gender, and socioeconomic level as the BIF group. The WISC-III Full Scale IQs of the BIF group ranged from 71 to 84. The following instruments were used: Word List, Narrative Memory, Rey Complex Figure, Face Memory, Rapid Naming (both RAN and RAS tests), and Verbal Fluency. The results showed deficits in children with BIF in verbal short-term memory, rapid naming, phonemic verbal fluency, and visual short-term memory, specifically in a visual recognition task, when compared with the control group. Long-term verbal memory was impaired only in older children with BIF and long-term visual memory showed no deficit. Verbal short-term memory stands out as a limitation and visual long-term memory as a strength. Correlations between the WISC-III and neuropsychological tests scores were predominantly low. The study expands the neuropsychological characterization of children with BIF and the implications of the deficits and strengths are stressed.

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“…The differences between the groups might indicate that the ID group was not using a successful strategy. Previous research has found that individuals with ID used strategies for solving tasks (Watanabe, 2006), but to a lesser extent than individuals with a typical development (Bebko & Luhaorg, 1998;Bray et al, 1997;Poloczek et al, 2016). Furthermore, Bray et al (1997) found that they use qualitatively different strategies compared to individuals with a typical development.…”

Section: Strategy Competencies In Individuals With Idmentioning

confidence: 96%

Time to Plan : How to support everyday planning in adolescents with intellectual disability

Palmqvist

2020

Studies From the Swedish Institute for Disability Research

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Studies from the Swedish Institute for Disability Research No. 100 At the Faculty of Arts and Sciences at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Science. This thesis comes from the Swedish Institute for Disability Research at the Department of Behavioural Sciences and Learning.

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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study

Cited by 10 publications

References 37 publications

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study

Memory and linguistic/executive functions of children with borderline intellectual functioning

Time to Plan : How to support everyday planning in adolescents with intellectual disability

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