The Development of Explicit and Implicit Forms of Memory in Learning Disabled Children.

Lorsbach, Thomas C.; Worman, Linda J.

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Peer reviewed

ERIC Number: EJ389941

Record Type: CIJE

Publication Date: 1989

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The Development of Explicit and Implicit Forms of Memory in Learning Disabled Children.

Lorsbach, Thomas C.; Worman, Linda J.

Contemporary Educational Psychology, v14 n1 p67-76 Jan 1989

Whether tasks requiring the use of explicit, rather than implicit, forms of memory are sensitive to developmental and individual differences was studied using 15 non-disabled and 15 disabled third graders and 15 non-disabled and 15 disabled sixth graders. Learning disability status and grade level factors significantly affected memory performance. (TJH)

Descriptors: Age Differences, Child Development, Children, Elementary Education, Elementary School Students, Grade 3, Grade 6, Individual Differences, Intermediate Grades, Learning Disabilities, Memory, Pictorial Stimuli, Recall (Psychology)

Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers

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Language: English

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Note: Results presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).