Effect Of Retrieval Practice On Memory Of Autistic Spectrum Disorders Children

Studies have shown that more than 70% of children with autism spectrum disorder(Autism Spectrum Disorders,ASD)have varying degrees of intellectual impairment and memory impairment.How to use effective teaching strategies to improve the memory effect of ASD children,promote their learning and adapt to the society,is worth thinking and practicing by scholars and frontline teachers.Retrieval Practice Effect(RPE)refers to one or more retrieval practice on a certain learning material in the same time,which can promote or improve subsequent learning or memory retention more than repeated learning at the same time.This effect has been widely confirmed in the learning process of the general population and clinical patients.This study takes ASD children as subjects,through two experiments,explores the effect of retrieval practice on the memory of ASD children,and provides references and suggestions for effective learning strategies for ASD children.Experiment 1 allows 30 ASD students to study picture materials,using 3(learning conditions: SSSS,SSST,STTT)× 2(time interval: 5 minutes,2 days)inter-subject experiment design(S stands for Study,T stands for Test),The dependent variable is the recall accuracy rate,to explore whether the benefits of retrieval practice exist in the learning of children with ASD.Experiment 2 added spaced restudy conditions as a control group,aiming to further explore whether to compare spaced restudy and repetitive learning,and whether retrieval practice can improve the memory of children with ASD.In order to avoid errors caused by too few subjects and large differences in individualization,Experiment 2 adopted a mixed design.In Experiment 2,12 children with ASD were selected as subjects,and a mixed design of 3(learning conditions: repeated learning,spaced restudy,retrieval practice)× 2(time interval: 30 minutes,1 week)was adopted,and the time interval was adjusted to 30 minutes or For 1 week,explore the memory retention effects of different learning methods in the short-delay test and the long-delay test.The learning condition is the internal variables of the subjects,the test time is the inter-subject variables,and the dependent variable is the recall accuracy rate.The results show that:Experiment 1 found that(1)the main effect of learning style was significant,and the recall scores of the STTT group were better than those of the SSST group and the SSSS group.(2)The main effect of the time interval is significant,and the immediate test is significantly better than the recall score of the delayed test.(3)The interactive effect of learning style and time interval is significant.In the instant test after 5 minutes,the difference in learning style is not significant.In the delayed test after 2 days,the difference in learning style is significant.The STTT group is significantly higher than the SSSS group recall score.(4)The amount of forgetting of learning materials in STTT group was smaller than that in SSST group and SSSS group.Experiment 2 found that(1)the main effect of learning style is significant,and the recall scores of the retrieval exercise group and the spaced restudy group are significantly better than the repeated learning group.(2)The main effect of the time interval is significant,and the recall score of the short-delay test is significantly better than that of the delayed test.(3)The interaction effect between learning style and time interval is not significant.(4)The amount of forgotten learning materials in the retrieval practice group is smaller than that of the spaced restudy group and the repetitive learning group.Under the conditions of this research,it is concluded that:(1)Retrieval practice help ASD children’s memory retention.From the perspective of contextual theory,it may be because the retrieval practice provide effective clues to the memory process of ASD children,thereby increasing the probability of subsequent extraction.(2)The more retrieval practice,the better the retention of the memory of children with ASD.It may be that under the condition of repeated retrieval practice,ASD children practiced the skills needed to maintain long-term memories,thus improving the memory effect.(3)Spaced restudy is more conducive to the memory of ASD children than spaced restudy.The possible reason is that during spaced restudy,the repeated presentation of a single learning material can easily cause the cerebral cortex to be protected and inhibited.In the case of spaced restudy,because individual brain nerve cells can get proper rest,it helps to promote better memory effect(4)With the delay of time,retrieval practice can promote memory retention more than spaced restudy and repetitive learning.It may be that the extraction strengthened ASD children’s attention to the learning content,and can reduce the interference of other information on their memory.