Enhancing recall of information presented with maps by individuals with learning disabilities

Frederick John Brigham, Purdue University

Abstract

Studies showing the positive benefits of spatial displays of information on maps have typically employed information which is relatively concrete and familiar to the subjects. Similar outcomes with abstract and unfamiliar information for populations with learning disabilities (LD) may be less likely. This study, therefore, investigated the memory-enhancing effects of elaborative and mnemonic encoding of information presented with maps to more traditional, non-mnemonic maps on recall of locations of events and information associated with those events by students with LD. Map-like displays containing names of battles of the American Revolution and related factual information regarding the battle were presented to 72 middle school students enrolled in programs for students with learning disabilities. Three map conditions: (a) a non-mnemonic control map containing realistic drawings of buildings, soldiers, weapons, etc. found in that time period, (b) a mnemonic map containing mnemonic-keywords of verbal labels, and (c) an elaborative map containing reconstructive elaborations of the verbal labels and event information relative were manipulated in order to examine the effects of and mnemonic encoding and reconstructive elaboration relative to a non-mnemonic map. One of three maps and an accompanying oral passage naming each location and describing a factual event related to the location were presented to the subjects individually. At conclusion of the passage, a brief distractor task, designed to prevent rehearsal, was provided. Finally, a test map which replaced the symbols for each location with an empty box was provided. Subjects were asked to indicate the location of each battle by name and to recall any information they could relative to that location. A 3 organization by 2 recall measure (location vs. event information) Analysis of Variance was conducted on the resulting data. Recall of locations was significantly greater than recall of related events in all conditions and mnemonic encoding of location names yielded a significant increase in recall of locations although not in recall of event information. Elaborative encoding of the location name and event information, yielded substantial and significant increases in recall of both types of information compared to the control condition and significantly greater recall of event information compared to the mnemonic condition.

Degree

Ph.D.

Advisors

Scruggs, Purdue University.

Subject Area

Special education|Educational psychology

COinS