The Effects of Training Specific Mnemonics on the Metamnemonic Efficiency of Retarded Children

Abstract

The effects of training specific mnemonic skills on recall readiness were evaluated in 2 groups (MA 6, MA 8) of educable retarded children. Equal numbers of S at each age were instructed in an anticipation, rehearsal, or label strategy. On the first posttest (prompted), label training did not affect performance, but anticipation and rehearsal training facilitated recall readiness estimation for both younger and older children. However, on 2 subsequent posttests (unprompted, 2 days and 2 weeks after training), the younger S returned to their pretraining competency, while the older group maintained high performance. Consideration of observational data suggested that overt activity related to the trained mnemonic correlated with recall readiness efficiency for the older but not the younger group. Even though younger children produced the strategy, the failed to monitor its effectiveness. The implications of training specific mnemonic skills are discussed in relation to developing metamnemonic efficiency.

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