AND STRATEGIES FOR INTERVENTION

A review of selectpd literature and data from-specific experiments consistently indicates both the causes of pobt..memomy performance 'brretarded children and the ways this performance can be impto.ved. When memory tasks requiring the use of anTof- a---lauthber%of mnemonic. strategies are presented.to retarded,children-they. seem ta- remain passive and fail to produce active memory oroutines. These difficulties can be vercome inane of two general ways: (1) teaching the children necessary strategies, such as rehearsal and categorization: and (2) forCing the subjects to think More deeply about the to-be-reiembered material when-it is presented,, a task that puts the burden on the instructor or experimenter rather-han-on,the.subject, 14 either case, the data from, research have indicated, that the Memory performance of retarded children car. be improved, often dAamatically; as a result of- well- designed training procedures. In arddition, more recant work aimed-at ProduCing generalization has increased optimism thatthe membry skills of-retarded children can be expanded from merely achieving retention Of specific material _to the internalization of memorization strategies