Automatic and conscious processing in retarded and nonretarded adolescents

Educable mentally retarded and nonretarded adolescents participated in incidental learning tasks that emphasized the utilization of processes that were consciously controlled but not deliberately aimed at memory (Experiment 1). Retarded individuals' performance on a standard recognition test wa...

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Veröffentlicht in:	Journal of experimental child psychology 1982-02, Vol.33 (1), p.20-38
Hauptverfasser:	McFarland, Carl E, Sandy, John T
Format:	Artikel
Sprache:	eng
Schlagworte:	Adolescent Cognition Disorders - psychology Consciousness Education of Intellectually Disabled Humans Intellectual Disability - psychology Memory Mental Recall Pattern Recognition, Visual Phonetics Semantics Verbal Learning
Online-Zugang:	Volltext
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