The Role of Strategic Behavior in Retardate Memory

Abstract

This chapter discusses the role of strategic behavior in retardate memory. Efficient performance on a variety of memory tasks relies on the effective use of certain plans schemes or mnemonic strategies. By the appropriate exploitation of various strategies, it is possible to organize and transform the random input of information into manageable information-rich units. Because it is as easy to remember a considerable amount of material in information-rich units as it is to remember a small amount of material in informationally impoverished units, it is economical to employ such strategies and plans in order to make the most effective use of a limited-capacity memory system. An examination of the theoretical and empirical developments, concerning the use of plans and strategies by young and retarded children, is discussed in this chapter. It presents a description of the general and developmental theories of memory, with specific relation to retardation. The place of deliberate strategies, control processes, or organization schemes, within these theories, is discussed in the chapter. A brief review of the empirical findings, implicating a strategic deficit in a wide variety of tasks and situations, is also discussed in this chapter. Two programs of research from author's laboratory and the implications of this research for educational practice are described in the chapter. © 1974 Academic Press, Inc.