The more you remember the more you decide: Collaborative memory in adolescents with intellectual disability and their assistants

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Fältnamn	Indikatorer	Metadata
000		03319naa a2200337 4500
001		oai:DiVA.org:liu-65689
003		SwePub
008		110217s2011 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-656892 URI
024	7	a https://doi.org/10.1016/j.ridd.2010.12.0412 DOI
040		a (SwePub)liu
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Danielsson, Henrik,d 1974-u Linköpings universitet,Institutet för handikappvetenskap (IHV),Handikappvetenskap,Filosofiska fakulteten4 aut0 (Swepub:liu)henda52
245	1 0	a The more you remember the more you decide :b Collaborative memory in adolescents with intellectual disability and their assistants
264	1	b Elsevier,c 2011
338		a electronic2 rdacarrier
500		a Original Publication: Henrik Danielsson, Örjan Dahlström and Jan Andersson, The more you remember the more you decide: Collaborative memory in adolescents with intellectual disability and their assistants, 2011, Journal of Research in Developmental Disabilities, (32), 470-476. http://dx.doi.org/10.1016/j.ridd.2010.12.041 Copyright: Elsevier Science B.V., Amsterdam. http://www.elsevier.com/
520		a The aim of the present study was to investigate collaborative memory in adolescents withintellectual disabilities when collaborating with an assistant, and also the extent to whichdecisiveness is related to individual memory performance.Nineteen students with intellectual disabilities (mean age = 18.5, SD = 0.9) eachcollaborated with a teaching assistant (mean age 40.3, SD = 12.1) familiar from everydaywork in school. Pictures were presented individually. Recognition was performed in twoparts, first individually and thereafter collaboratively. The design involved 2 settings, onenatural (with equal encoding time) and another with equal individual memoryperformance (assistants had shorter encoding time than the students). Results showedcollaborative inhibition in this previously uninvestigated collaboration setting withadolescents with intellectual disabilities and their assistants. The assistants bothperformed higher and decided more than the students with intellectual disabilities inthe natural setting, but not in the equated performance setting. Inhibition was larger in theequated setting. The assistants’ decisiveness was moderately correlated with individualmemory performance. Implications for everyday life are discussed.
653		a SOCIAL SCIENCES
653		a SAMHÄLLSVETENSKAP
700	1	a Dahlström, Örjanu Linköpings universitet,Institutet för handikappvetenskap (IHV),Handikappvetenskap,Filosofiska fakulteten4 aut0 (Swepub:liu)orjda41
700	1	a Andersson, Janu VTI4 aut
710	2	a Linköpings universitetb Institutet för handikappvetenskap (IHV)4 org
773	0	t Research in Developmental Disabilitiesd : Elsevierg 32:2, s. 470-476q 32:2<470-476x 0891-4222x 1873-3379
856	4	u https://liu.diva-portal.org/smash/get/diva2:398284/FULLTEXT01.pdfx primaryx Raw objecty fulltext:postprint
856	4	u http://liu.diva-portal.org/smash/get/diva2:398284/FULLTEXT01
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65689
856	4 8	u https://doi.org/10.1016/j.ridd.2010.12.041

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