Abstract
Remedial training for learning handicaps and for intellectual deficits is currently a popular topic in the field of exceptionality. We can see that it has four theoretical roots. These are the research in memory, especially into the structure and control processes; early experience and intellectual development, the research that was pioneered by Hebb; learning styles and teaching strategies in the tradition of aptitude-treatment interaction; and finally, Vygotsky’s views on learning, maturation, and the role of instruction. Let us consider each one separately.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Atkinson, R. C., & Shiffrin, R. M. (1986). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in theory and research (Vol. 2). New York: Academic Press.
Belmont, J. M., & Butterfield, E. C. (1971). What the development of short-term memory is. Human Development, 14, 236–248.
Belmont, J. M., & Butterfield, E. C. (1977). The instructional approach to developmental cognitive research. In R. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum.
Borkowski, J. G., & Cavanaugh, J. C. (1979). Maintenance and generalization of skills and strategies by the retarded. In N. R. Ellis (Ed.), Handbook of mental deficiency, psychological theory and research (2nd ed., pp. 569–617). Hillsdale, NJ: Erlbaum.
Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connexion. Nature, 301, 419–421.
Brailsford, A. (1981). The relationship between cognitive strategy training and performance on tasks of reading comprehension within a learning disabled group of children. Unpublished master’s thesis, University of Alberta, Edmonton.
Brailsford, A., Snart, F., & Das, J. P. (1984). Strategy training and reading comprehension. Journal of Learning Disabilities, 17, 287–290.
Brown, A. L. (1989). Analogical learning and transfer: What develops? In S. Vosinadou & A. Ortony (Eds.), Similarity and Analogical Reasoning (pp. 369–412). New York: Cambridge University Press.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Carmichael’s manual of child psychology (Vol. 3). New York: Wiley.
Brown, A. L., & Campione, J. C. (1981). Inducing flexible thinking: The problem of access. In M. P. Friedman, J. P. Das, & N. O’Connor (Eds.), Intelligence and learning. New York: Plenum.
Brown, A. L., & Campione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 14, 1059–1068.
Budoff, M., & Friedman, M. (1964). “Learning potential” as an assessment approach to the adolescent mentally retarded. Journal of Consulting Psychology, 28, 434–439.
Campione, J., & Brown, A. (1987). Linking dynamic assessment with school achievement. In C. Lidz (Ed.), Dynamic Assessment (pp. 82–115). New York: Guilford Press.
Conway, R. N. F. (1985). The information processing model and the mildly developmentally delayed child: Assessment and training. Unpublished doctoral dissertation, Macquarie University, Newcastle, Australia.
Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.
Das, J. P. (1973). Cultural deprivation and cognitive competence. In N. R. Ellis (Ed.), International review of research in mental retardation (Vol. 6, pp. 2–53). New York: Academic Press.
Das, J. P. (1984a). Intelligence and information integration. In J. Kirby (Ed.), Cognitive strategies and educational performance (pp. 13–31). New York: Academic Press.
Das, J. P. (1984b). Simultaneous and successive processing in children with learning disability. Topics in Language Disorders, 4, 34–47.
Das, J. P. (1985). Remedial training for the amelioration of cognitive deficits in children. In A. Ashman & R. Laura (Eds.), The education and training of the mentally retarded (pp. 214–244). London: Croom Helm.
Das, J. P., Bisanz, G. L., & Mancini, G. (1984). Performance of good and poor readers on cognitive tasks: Changes with development and reading competence. Journal of Learning Disabilities, 17, 549–555.
Das, J. P., Kirby, J. R., & Jarman, R. F. (1979). Simultaneous and successive cognitive processes. New York: Academic Press.
Davydov, V. C., & Radzikhovskii, L. A. (1985). Vygotsky’s theory and the activity-oriented approach in psychology. In J. V. Wertsch (Ed.), Culture, communication, and cognition. New York: Cambridge University Press.
Ellis, N. R. (1979). Handbook of mental deficiency, psychological theory and research (2nd ed.). Hillsdale, NJ: Erlbaum.
Feuerstein, R. (1979). The dynamic assessment of retarded performers. Baltimore: University Park Press.
Feuerstein, R., & Hamburger, M. (1965). A proposal to study the process of redevelopment in several groups of deprived early adolescents in both residential and non-residential settings. Unpublished report, the Youth-Aliyah Department of the Jewish Agency, Jerusalem.
Glaser, R., & Bassok, M. (1989). Learning theory and the study of instruction. Annual Review of Psychology, 40, 631–666.
Glidden, L. M. (1979). Training of learning and memory in retarded persons: Strategies, techniques, and teaching tools. In N. R. Ellis (Ed.), Handbook of mental deficiency, psychological theory and research (2nd ed., pp. 619–657). Hillsdale, NJ: Erlbaum.
Haywood, H. C., & Tapp, J. T. (1966). Experience and the development of adaptive behavior. In N. R. Ellis (Ed.), International review of research in mental retardation (Vol. 1, pp. 109–151). New York: Academic Press.
Hilgard, E. R., & Bower, G. H. (1975). Theories of learning (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Jensen, A. R. (1969). How much can we boost I. Q. and scholastic achievement? Harvard Education Review, 39, 1–123.
Kaufman, D. (1978). The relationship of academic performance to strategy training and remedial techniques: An information processing approach. Unpublished doctoral dissertation, University of Alberta, Edmonton.
Kaufman, D., & Kaufman, P. (1978). Strategy training and remedial techniques. Journal of Learning Disabilities, 16, 72–78.
Krywaniuk, L. W. (1974). Patterns of cognitive abilities of high and low achieving school children. Unpublished doctoral dissertation, University of Alberta, Edmonton.
Krywaniuk, L., & Das, J. P. (1976). Cognitive strategies in native children: Analysis and information. Alberta Journal of Educational Research, 22, 271–280.
Leontiev, A., & Luria, A. (1972). Some notes concerning Dr. Fodor’s “Reflections on L. S. Vygotsky’s Thought and Language”. Cognition, 1, 311–316.
Lidz, C. S. (1987). Foundations of dynamic assessment. New York: Guilford.
Luria, A. R. (1963). The mentally retarded child. New York: Macmillan.
McCracken, R. A. (1966). Standard reading inventory manual. Kalmath Falls, OR: Kalmath Printing Co.
Minick, N. (1987). The zone of proximal development. In C. S. Lidz (Ed.), Foundations of dynamic assessment. New York: Guilford.
Parmenter, T. R. (1984). Ph.D. Thesis. Macquarie University, Sydney, Australia.
Pavlov, I. P. (1942). Lectures on conditioned reflex (Vol. 2) (W. H. Gantt, Trans.). New York: International Publishers.
Resnick, L. B. (1981). Instructional psychology. Annual Review of Psychology, 32, 659–704.
Rogoff, B., & Wertsch, J. V. (Eds.) (1984). Children’s learning in the “zone of proximal development.” San Francisco: Jossey-Bass.
Spencer, F., Snart, F., & Das, J. P. (1989). A process-based approach to the remediation of spelling in students with reading disabilities. The Alberta Journal of Educational Research, 35(4), 269–282.
Venger, L. A., & Kholmovska, V. V. (1978). Diagnostika umstennago razvitiya doshkolnivok. Moscow: Pedgogika.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wertsch, J. V. (Ed.) (1985). Culture, communication and cognition. Cambridge, MA: Harvard University Press.
Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, communication, and cognition. New York: Cambridge University Press.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer Science+Business Media New York
About this chapter
Cite this chapter
Das, J.P., Conway, R.N.F. (1992). Reflections on Remediation and Transfer: A Vygotskian Perspective. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_4
Download citation
DOI: https://doi.org/10.1007/978-1-4612-4392-2_4
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-8753-7
Online ISBN: 978-1-4612-4392-2
eBook Packages: Springer Book Archive