2023年智障儿童教学文献翻译.docx

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1、2023年智障儿童教学文献翻译 唐山师范学院本科毕业论文外文翻译 英文标题 Improving Memory Skills in Mentally Retarded Children Empirical Research and Strategies for Intervention 中文标题 提高弱智儿童记忆技巧的实证研究和干预策略 学 生 安陈立 指导教师 隋春玲 副教授 年 级 2023级 专 业 教育学 系 别 教育学院 唐山师范学院教育学院 2023年5月 Improving Memory Skills in Mentally Retarded Children Empirical

2、Research and Strategies for Intervention University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2023. Objective The poor memory skills of mentally retarded children have attracted attracted widespread research and practical interest.Research in this domain can be traced

3、 back as far as Galtons (1887) and Binets (1904) pioneering studies of intellectual performance.Almost from the beginning of the intelligence testing movement, memory items such as digit span have been included on standardized intelligence tests.It became clear, however, that the acknowledgment of m

4、emory inefficiency as one potentially definitive characteristic of mental retardation neither explained the source of memory deficits nor implied that the deficits were unmodifiable.Accordingly, during the past 15 years, attention has been directed toward investigating why the memory skills of menta

5、lly retarded persons appear to be inefficient and how the deficits might be remediated through training.The current research interest in the remediation of memory defects marks the beginning of a convergence of the concerns of the researcher with the interests of practitioners in education and clini

6、cal settings.In light of this shared interest, the goals of this chapter are two-fold: (a) to present an overview of advances in empirical research and theoretical accounts of the memory performance of retarded school-aged children and (b) to discu the practical implications of the improvement of me

7、mory skills through training.Since there are a number of recent, quite detailed reviews of research areas relevant to this topic (e.g.,Borkowski & Cavanaugh, 1979; Brown, 1978; Brown & Campione, 1978a, 1978b;Campione & Brown, 1977; Detter man, 1979; Glidden, 1979), our discuion will present a select

8、ive, le technical review of this literature.In-stead of striving for completene, we have selected research paradigms and investigations of particular relevance to those interested in practical applications of this research in educational and clinical settings.A Statement about Memory Theories Althou

9、gh a detailed discuion of memory theories would not be appropriate here, it is useful to introduce a few distinctions and indicate the kind of research we will be considering.Many different memory theories have been proposed, but there is agreement that there are at least two components of memory.On

10、e has been called long-term memory (LTM) and is presumed to be a store of accumulated knowledge.A persons LTM is conceived of as having enormous capacity, and information stored there is presumed to be fairly permanent.Although information in LTM is regarded as being relatively permanent, the fact t

11、hat information is available in memory does not guarantee that a person will be able to acce that information when it is required.We shall return to this distinction later because one major component of intelligence is the ability to acce stored information on the occasions when that information wou

12、ld be relevant.As will be seen, retarded children frequently fail to use relevant knowledge even when we know it is available, a fact that causes them problems in many areas, including those requiring deliberate memorization (Brown & Campione, 1980; Campione & Brown, 1978).A View of the Retarded Chi

13、ld Having sketched an overview of memory components, we need to ask wherein this system retarded children experience specific problems.Although we cannot review the entire literature here, we would like to indicate what seems to be the major strengths and weaknees.To do this, we intro-duce another d

14、istinction, that between involuntary and deliberate memorization (cf.Brown, 1975) or automatic and effortful memory (cf.Hasher &Zacks, 1979).The main point is that much of what a person remembers about the world finds its way into LTM with no apparent effort.People and places may be recognized, the

15、details of personally experienced events maybe recalled (including when and where they took place), and the eentialist of a conversation or story, etc., may be remembered without any deliberate attempt to remember them at the time these events were experienced.The memory system on these occasions se

16、ems to function automatically and requires minimal effort to function.The situations here are ones that tend to involve meaningful information and which require recall of general details.While there is not enough research upon which to base any strong claim, there is at least some reason to believe

17、that in memory situations like these, mildly retarded children tend to perform quite well (Brown, 1974).The suggestion here is that this aspect of the memory system is relatively intact, i.e., it is not necearily the case that the entire system of the mildly retarded adolescent is in some way defect

18、ive. In contrast, there are many situations wherein we are forced to deal with information that is not meaningful or wherein we need to recall events in more detail than would be the case if we were to fall back on automatic memory proceing.In such cases, effortful proceing is required, and we often

19、 run into problems imposed by the properties of working memory.Here there are two potential sources of problems for the retarded child.The first is the capacity of working memory.Although it is clear that there are functional differences in the use of working memory (e.g., the well-known problems re

20、tarded children have with many memory span tests, most notably digit span), it is not clear whether the differences are due to the actual number of bins available or to the efficiency with which maintenance operations are carried out.The second potential source of problem is the availability of memo

21、ry strategies to overcome the capacity limitations of working memory, regardle of their size.The data on this iue are very clear: in general, mildly retarded children fail to pro-duce such strategies spontaneously even when they are obviously neceary (see any of the reviews mentioned earlier).We wil

22、l review some of this research below.Implications of this research.The most general and optimistic view which can be proposed is that, while the retarded childs memory system appears to function relatively well in automatic memory situations, problems result when the child is required to employ any

23、of a number of strategies designed to overcome working memory limitations.This view is an optimistic one, as it indicates that the major problem underlying the retarded childs poor performance is in the area of strategy use.If this is the case, then it should be poible to improve his performance by

24、teaching him to use these devices.It is this poibility which has motivated recent research, and a large proportion of memory studies with retarded children in the past decade have included a training component.Before looking at some of that literature in more detail, we would like to place it into i

25、ts historical context to account for what seems to be a paradoxical limitation in that research.Specifically, while many training studies have been conducted, it is in some sense true that only a small proportion of that research is really relevant to the question of whether memory improvements of a

26、ny practical significance can be achieved through instruction.To understand why this is so, it is neceary to consider briefly the history of the training study and its use in comparative/develop-mental research.In this chapter, we have considered some of the research aimed at understanding and remed

27、iating the memory performance of mildly retarded children.We found areas in which their retention seemed quite good and concluded that the overall memory system was not just generally deficient.When, however, mnemonic strategies were required, retarded children did perform poorly.Teaching them the r

28、elevant strategies or leading them to engage in appropriate activities did result in much enhanced recall, thus indicating the potential for improving memory.While the results are sufficient if the goal is to achieve retention of some specified material, we argued that they are not sufficient if we

29、want more widespread effects.In this case, practically important benefits would accrue only if we could also provide evidence for the maintenance and generalization of training effects.While early data were not encouraging in this regard, more recent work aimed at producing generalization has been m

30、ore succeful and has served as the basis for increased optimism.As a final comment, we try to practice what we teach and have engaged in some checking and monitoring activities ourselves with regard to the current state of our memory and instructional theories.We feel that theories are developed so

31、sufficiently that we are willing to try to develop a memory package which we can take into the claroom with some hope of succe.While we may turn out to be wrong, this willingne is at least a measure of our evaluation of the current state of knowledge.A few years ago, we would not have been nearly as

32、 willing, and the inference is that the field as a whole is making progre toward some practically significant applications.Further, we would expect more rapid advances in the future, as many workers in the field have come to view such practical succe as an important yardstick against which to evalua

33、te theories, resulting in a convergence of basic and applied research goals; we anticipate that this distinction will become even more blurred with time. 中文翻译: 在弱智儿童的实证研究与对策提高记忆力的干预 University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2023. 摘要 弱智儿童的记忆技能受到吸引了广泛的研究和实际利益

34、。在这一领域的研究可以追溯到高尔顿（1887）和比奈（1904）的智力表现，开拓性的研究。几乎从智力测试运动开始，如数字广度记忆项目已包括在标准化智力测试。它变得清晰，然而，记忆效率低下，确认为一个潜在的精神发育迟滞的明确的特性也没有解释源记忆障碍也不意味着赤字是不可修改的。因此，在过去的15年中，已经注意朝向调查为什么智障人的记忆能力似乎是低效的，如何通过培训赤字可能修复。在记忆缺损的修复目前的研究兴趣是一个收敛的教育和临床从业者利益研究者开始关注。在这种共享的利益，本章的目标是双重的： （一）目前在弱智学龄儿童的记忆成绩的实证研究和理论帐户的研究进展（B）通过训练讨论记忆能力提高的实际影响

35、。因为有一些最近的研究领域，是本课题相关的详细的审查（例如，美国与卡瓦诺，1979；Brown，1978；Brown & Campione，1978年，1978 b；Campione & Brown，1977；的人，1979；格利登，1979），我们的讨论将提供一个选择，这文献较少的技术审查。而在泛泛而谈，我们选择研究范式和那些在本研究在教育和临床实际应用感兴趣的特别的关联研究。 一份关于记忆理论 虽然记忆理论详细讨论将不在是适当的，这是介绍一些区分有用的，表明这种研究我们会考虑。许多不同的记忆理论已被提出，但有协议，有存储器的至少两个组件。一个被称为长期记忆（LTM），被推定为是一个存储知识

36、的积累。一个人的LTM被设想为具有巨大的能力，和存储的信息有可能较持久的。尽管信息在LTM被认为是相对固定的，事实上，在内存中的信息是可用的并不能保证一个人将能够访问的信息时，它是必需的。我们稍后再回到这个区别，因为智力的一个重要组成部分是能够访问存储信息的场合时，将有关的信息。可以看出，弱智儿童经常无法使用的相关知识，即使我们知道它是可用的，事实上，使它们在许多方面的问题，包括那些需要深思熟虑的记忆（Brown & Campione，1980；Campione & Brown，1978）。 一个视图的弱智儿童 有勾勒出内存组件的概述，我们要问，其中该系统弱智儿童经验的具体问题。虽然我们不能检

37、讨整个文学，在这里，我们想表明什么似乎是主要的长处和短处。为此，我们引入了另一个区别，不由自主的和深思熟虑的记忆之间（参见布朗，1975）或自动和付出努力的记忆（参见散列器和萨克斯，1979）。主要的一点是，多少人记得的关于世界落入LTM没有明显的努力。人和地方的细节可能被认可，亲身经历的事件，也许回忆（包括何时何地发生），和一个对话或故事，等。本质上，可能还记得没有任何刻意的去记住他们的时候，这些事件的经历。在这些场合记忆系统似乎功能自动和需要最少的努力，功能。这里的情况是那些倾向于有意义的信息，需要通用召回的详细信息。虽然没有足够的研究基础上的任何强声称，至少有一些相信记忆这样的情况的原因

38、，轻度弱智儿童往往表现的很好（Brown，1974）。这里的建议是，这方面的记忆系统是比较完整的，即，它是不一定的情况下，轻度智障青少年整个系统是以某种方式的缺陷的。 相反的，在很多情况下，其中，我们不得不处理的信息是不是有意义的或所需要的召回事件的更多细节的情况要比如果我们回到自动记忆处理。在这种情况下，需要努力的处理是必须的，我们常常陷入由工作记忆的性质施加的问题。这里有两个潜在的对弱智儿童问题的来源。首先是工作记忆的容量。虽然它是明确的，有在使用工作记忆功能的差异（例如，众所周知的问题有很多弱智儿童记忆广度测试，最显着的数字跨度），目前尚不清楚是否有差异是由于箱的数量或可用的实际效率与维

39、护进行操作。问题的第二电压源是记忆策略来克服工作记忆的容量限制的可用性，无论其规模大小。对这一问题的数据是很清楚的：在一般情况下，轻度弱智儿童未能产生这样的策略自发即使他们显然是必要的（见前面提到的评论）。我们将回顾一些在这研究。 本研究的意义。最普遍和最乐观的看法，可以提出的是，虽然智障孩子的记忆系统似乎在自动内存的情况下，比较好的功能，导致当孩子需要使用任意数量的设计来克服工作记忆的局限性策略。这种观点是乐观的，因为它表明，主要的问题相关的智障孩子的不良表现是在策略使用的地区。如果是这样的话，那么它应该有可能通过教他使用这些设备，提高成绩。正是这种可能性有动机的研究，和一个大比例的记忆的研

40、究与弱智儿童在过去的十年中已经包括了培训组件。看着眼前的一些更详细的文献，我们想把它变成它的历史背景来解释什么似乎是在研究一个自相矛盾的限制。具体地说，虽然许多训练已经进行了研究，从某种意义上说是真的，只有一小部分是真的，研究是否任何实际意义记忆方面的改善可以通过指令的问题有关的。要理解为什么会是这样，有必要考虑简单的训练研究和比较/使用发展心理研究的历史。 我们考虑了一些研究旨在理解和修复轻度弱智儿童的记忆成绩。我们发现，在这方面他们的保留似乎很好，认为整体存储系统不仅是普遍缺乏。的时候，然而，记忆策略是必需的，弱智儿童也表现不佳。教他们有关策略或导致他们从事适当的活动，并在提高了召回的结果

41、，从而表明改善记忆的潜力。如果目标是达到某种材料的保留的结果是足够的，我们认为，如果我们想更广泛的影响就不足以。在这种情况下，实际上重要的好处，只要我们还可以提供维护和培训效果综合证据。虽然早期的数据不鼓励在这方面，最近的工作旨在生产的概括是更成功的，作为增加的乐观主义的基础。 我们努力实践我们教什么和从事一些检查和监测活动自己方面的当前状态的记忆与教学理论。我们认为理论的发展充分，我们愿意尝试开发一个记忆包，我们可以考虑一些成功的希望教室。虽然我们可能会被证明是错误的，这种意愿是我们目前的知识状态的至少一个测量评价。几年前，我们就没有希望，并推断出磁场作为一个整体正在通过一些实际应用。进一步，我们可以期待在未来更快速的进展，在该领域的许多工人都认为这样的成功实践作为一种重要的标准去评价理论，导致在一个收敛的“基本”和“应用”的研究目标；我们预计，这种区分将变得更为模糊的时间。 智障儿童教学文献翻译 实践教学文献, 实践教学文献 智障儿童 有效教学文献综述 关注智障儿童 关爱智障儿童 智障儿童个案 帮助智障儿童 关爱智障儿童