Harvey H. Mar

Availability and accessibility of information in the semantic memory of retarded and nonretarded adolescents.

Abstract The availability of semantic information in storage and the accessibility of that information for retrieval were studied in retarded and nonretarded adolescents. In Experiment 1, 40 normal and 40 CA-equivalent (mean, 15 years) retarded subjects were required to retrieve information from semantic categories as well as to judge whether specific items were members of a given category. The results showed large IQ group differences on the retrieval task which could not be wholly accounted for by the items available in storage. Experiment 2 was designed as an attempt to remediate this retrieval deficit by introducing an organized retrieval plan consisting of subcategory cues. This organization facilitated retrieval as long as it was experimentally provided. Retrieval returned to its original level, however, when the cues were withdrawn. It was concluded that retarded persons had an accessibility deficit in addition to an availability deficit; one aspect of this accessibility deficit involved the failure to use spontaneously mnemonic strategies that were consistent with the semantic organization.

Programmatic approach to use of technology in communication instruction for children with dual sensory impairments

The purpose of this project was to develop and evaluate an intervention program involving applications of technology to enhance the communication skills and behaviors of children with dual sensory impairments (DSI). Of interest were specific applications designed to increase attention, use of symbols, reception, expression of choice, awareness of contingencies, and social interaction. Participants included 26 children, aged 3 to 15 years, with DSI and other severe disabilities. A team-collaboration model was utilized in which each childs communication goals were first generated, and intervention activities were then implemented and monitored. One case example is presented to illustrate the multistep process. General results indicated that students with DSI, including those with severe to profound cognitive disabilities, could achieve individualized communication goals through the use of microcomputers and other technological resources. Analysis of intervention goals and activities revealed that, for stud...

Semantic processing can facilitate free recall in mildly retarded adolescents

The efficacy of semantic processing in free recall was investigated in two experiments with EMR adolescents. In Experiment 1, they were taught to use one of two semantic strategies for memorizing a 15-word list. Compared with controls, neither strategy helped recall either in original learning or transfer. In Experiment 2, one of the semantic strategies, a story mnemonic, was investigated further. Rather than being taught to construct their own stories as in Experiment 1, subjects in Experiment 2 were provided with experimenter-composed stories. They showed better immediate recall and retention after 2 months than did no-strategy controls. However, about 1 year after original learning, the retention of experimental and control subjects no longer differed. Discussion focused on the story mnemonics potential utility and the criteria for judging such potential, e.g., amount of facilitation, ease of training and performance of the strategy, and the degree of its generalizability.

Semantic and acoustic processing in free and cued recall by educable mentally retarded adolescents

Abstract The abilities of educable mentally retarded adolescents to encode and retrieve words with semantic and acoustic cues were investigated in a free and cued recall task. On each of three trial blocks, seven groups of subjects were presented 20 unrelated stimulus words. Groups received either semantic, acoustic, or no encoding cues along with the stimuli. Free recall was requested from all subjects, followed immediately by a second period of either free recall or cued recall with the semantic or acoustic cues. Semantic cues were most effective when presented both at encoding and retrieval. The subjects were unable to use acoustic information as effective retrieval aids. Results were discussed in terms of encoding dimension dominance and mediational deficiencies.