The Sufficient Conditions for Directed Forgetting in Normal and Educable Mentally Retarded Adolescents

A directed forgetting task was used in an investigation of the conditions under which normal and educable mentally retarded junior high school students would disregard irrelevant information. Results showed that irrelevant information in memory interfered with the performance of only the retarded gr...

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Bibliographic Details
Published inIntelligence
Main Author Bray, Norman W
Format Journal Article
LanguageEnglish
Published 1978
Subjects
Concept Formation
Cues
Forgetting
Intelligence Differences
Junior High Schools
Learning Processes
Memory
Mild Mental Retardation
Retention (Psychology)
Students
Task Performance
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Summary:A directed forgetting task was used in an investigation of the conditions under which normal and educable mentally retarded junior high school students would disregard irrelevant information. Results showed that irrelevant information in memory interfered with the performance of only the retarded group, when given a minimal explanation of the forget cue. (Author/JAC)