Learning strategies as determinants of memory deficiencies

Belmont, John M.; Butterfield, Earl C.

doi:10.1016/0010-0285(71)90024-7

Cited by 178 publications

(82 citation statements)

References 11 publications

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“…Although this finding suggests the use of a verbal strategy in higher span individuals on more demanding trials, we nevertheless failed to find increasing pause times throughout the list, which would have been an indicator of cumulative verbal rehearsal (Belmont & Butterfield, 1971). Therefore, participants in both groups were probably not using cumulative rehearsal, which requires the entire list to be recited after each new item.…”

Section: Discussioncontrasting

confidence: 65%

“…To provide further evidence about verbal rehearsal, we included a self-paced presentation condition following Belmont and Butterfield (1971). Longer inspection times for pictures with long names versus short names would suggest that phonological recoding is occurring, and longer inspection times towards the ends of lists would imply the use of verbal REHEARSAL IN ADOLESCENTS WITH ID 19 cumulative rehearsal (more time for verbal recitation of the ever lengthening list).…”

Section: Discussionmentioning

confidence: 99%

“…The Belmont and Butterfield (1971) self-paced presentation was compared to the more usual fixed presentation of lists; picture inspection times of the to-be-remembered items were used to obtain an additional, behavioural strategy indicator of verbal rehearsal. We investigated whether there were increased pause times in self-paced presentation, particularly towards the end of lists when cumulative verbal rehearsal processes would be expected to be more time consuming.…”

Section: Rehearsal In Adolescents With Idmentioning

confidence: 99%

“…Many have argued that children with ID fail to use voluntary memory strategies, and this hypothesis has been supported by experimental findings concerning verbal rehearsal. For example, Belmont and Butterfield (1971) used an innovative procedure whereby lists of six letters were presented under a self-directed pace, controlled by the participant: The authors reasoned that participants using verbal rehearsal would choose to pause longer between items at later serial positions, to allow time for the list items to be recited cumulatively. In fact, adolescents with ID did not pause longer as they went further into the lists, whereas typical adolescents did, suggesting the absence of verbal rehearsal in those with ID.…”

Section: Introductionmentioning

confidence: 99%

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

Poloczek

Henry

Danielson

et al. 2016

Research in Developmental Disabilities

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Section: Discussioncontrasting

confidence: 65%

Section: Discussionmentioning

confidence: 99%

Section: Rehearsal In Adolescents With Idmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Poloczek

Henry

Danielson

et al. 2016

Research in Developmental Disabilities

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“…(e.g., Belmont & Butterfield, 1971;Carpione & Bro',,'n, 1977) ad in t.c reasoning and problem-solving skills that constitute fluid ability (e.9. Feuerstein, 1979 IWe were chagrined by the fact that our scr,,ple, which excluded s and :as based upon responses of people %-;ho ans,,crcd nesp q.r adveri: ts, had an averagc.…”

Section: Discussionmentioning

confidence: 99%

People's conceptions of intelligence.

Sternberg¹,

Conway²,

Ketron³

et al. 1981

Journal of Personality and Social Psychology

600

352

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Beyond 1Q. A triarchic theory of Wober . M -( 1974 >-Towar ?s »" understanding ; of the Kihuman intelligence. New York: Cambridge University SMida concept of intelligence. In J. Berry & P. Dasen (Eds.), Culture and cognition: Readings in cross-cultural Stemberg, R.J. (in press). A triarchic view of intelligence v ^^" 0 * > ' p P , -" °" : e ^n ' , , in crot-cultural perspective. In S. Irvine & J. Berry ^^' S ' R " * "^ R (1 ? R 8 . 5) , Ch.ldrens concept of (Eds.), The cultural conZx, of human abilities. New York-'nteHigence. In S. R. Yussen (Ed ) ^hegrMl. , of reflect™ ^Vjj e thinking in children (pp. 207-241). New York: Academic

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Intelligence

Sternberg¹

2003

Handbook of Psychology

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This article reviews the history of theory and research on intelligence. It starts with a consideration of expert opinions on the nature of intelligence. It considers in particular operational definitions and symposia of expert opinions on the nature of intelligence. The chapter then continues with a discussion of the seminal views of Galton and Binet. Then it discusses psychometric theories of intelligence, including Spearman's theory of the general factor (so‐called “two‐factor theory”), Thomson's theory of bonds, Thurstone's theory of primary mental abilities, hierarchical theories (Holzinger, Burt, Vernon, Cattell, Carroll, Guilford's structure‐of‐intellect theory, and Guttman's radex theory. After discussing psychometric theories, developmental theories are discussed. First, Piaget's theory of intellectual development is considered. Next, Vygotsky's theory is considered. The first theory emphasizes development more from the inside‐out, and the latter theory, more from the outside‐in. Next the chapter moves on to theories of cognitive processes. The earliest cognitive work was done by Spearman. Many years later, Hunt proposed a cognitive‐correlates approach, and Sternberg, a complementary cognitive‐components approach. A third approach emphasized cognitive training, and a fourth approach, cognitive contents. The chapter next discusses biological approaches and then, contextual approaches. Finally, the chapter discusses recent systems approaches to intelligence, which integrate some of the earlier approaches. Gardner has proposed a theory of multiple intelligences, according to which each of 8 sets of skills are viewed as emanating from separate intelligences. Sternberg has proposed a triarchic theory, which emphasizes the respective roles of analytical, creative, and practical abilities. Approaches to intelligence are still evolving, and the future may bring new syntheses with regard to the best ways to understand the nature of human intelligence.

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Learning strategies as determinants of memory deficiencies

Cited by 178 publications

References 11 publications

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

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

People's conceptions of intelligence.

Intelligence

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