Art

J-GLOBAL ID：201902231668642042   Reference number：19A2199332

Effect of Different Methods of Presenting Drawings to Intellectually Disabled Adolescents in an Associative Word-Learning Task

連想語学習課題における知的障害の若者に対する線画の異なる提示方法の効果

Author (1)： MIYADERA Chie (Chiba Univ., JPN)
Material： Journal of Special Education Research  (J Spec Educ Res)
Volume： 8  Issue： 1  Page： 21-29  Publication year： Aug. 2019 
JST Material Number： F1155A  ISSN： 2187-5014  Document type： Article
Article type： 原著論文  Country of issue： Japan (JPN)  Language： ENGLISH (EN)

Thesaurus term： human ,...
Semi thesaurus term： *Associative words ,...

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JST classification (2)： Clinical psychiatry in general  (GR01030T) ,  Clinical neurology in general  (GN01030H)

Reference (12)：

• Baddeley, A. D. (1986) Working memory. Oxford University Press, New York.
• de la Iglesia, J. C. F., Buceta, M. J., & Campos, A. (2004) The use of mental imagery in pair-associate learning in persons with down’s syndrome. <i>British Journal of Developmental Disabilities</i>, 98, 3-12.
• Duyck, W., Szmalec, A., Kemps, E., & Vandierendonck, A. (2003) Verbal working memory is involved in associative word learning unless visual codes are available. <i>Journal of Memory and Language</i>, 48, 527-541.
• Henry, L. A. & MacLean, M. (2002) Working memory performance in children with and without intellectual disabilities. <i>American Journal of Mental Retardation</i>, 107, 421-432.
• Japanese WISC-III Publication Committee (1998) Japanese version of Wechsler Intelligence Scale for children third edition. Nihon Bunka Kagakusha, Tokyo. (in Japanese)

Terms in the title (5)： 連想語 ,  学習課題 ,  知的障害 ,  若者 ,  線画