Un programa de entrenamiento para la mejora de los déficits de memoria en personas con síndrome de Down

Referencias bibliográficas

• Alsina, A. y Sáiz, D. (2003). Un análisis comparativo del papel del bucle articulatorio versus agenda visoespacial en el cálculo en los niños de 7-8 años. Psicothema, 15, 241-246.
• Atkinson, R.C. y Shiffrin, R.M. (1968). Human memory: a proposed system and its control processes. En K.W. Spence y J.T. Spence (eds.): The psychology of learning and motivation. Advances in research and theory (vol. 2, pp. 89-195). New York. Academic Press.
• Baddeley, A.D. (1986). Working memory. Oxford: OUP.
• Baddeley, A.D. y Hitch, G.J. (1974). Working memory. En G. Bower (ed.): The psychology of learning and motivation (pp. 47-89). New York: Academic Press.
• Ballesteros, S., Reales, J.M. y Manga, D. (1999). Memoria implícita y memoria explícita intramodal e intermodal: influencia de las modalidades elegidas y del tipo de estímulos. Psicothema, 11, 831-851.
• Belmont, J.M., Butterfield, C.E. y Borkowski, J.C. (1978). Training retarded people to generalise memorisation methods across memory tasks. En M.M. Grunneberg, P.E. Morris y R.N. Skyes (eds.): Practical aspects of memory (pp. 418-425 ). New York: Academic Press.
• Beltrán, J. (1996). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis.
• Beltrán, J. (2001). Mitos, promesas y realidades. En J.M. Martín Patino: La novedad pedagógica de Internet. (pp. 301-318). Madrid: Fundación Encuentro.
• Beltrán, J. y Pérez, L. (2003). Reflexiones pedagógicas para la práctica del modelo CAIT. En J.M. Martín, J.A. Beltrán y L. Pérez (eds.): Cómo aprender con Internet (pp. 17-133). Madrid: Fundación Encuentro.
• Bloom, B.S. (1976). Human characteristics and school learning. New York: McGraw Hill.
• Bower, A. y Hayes, A. (1994). Short-term memory deficits and Down’s syndrome: a comparative study. Down’s Syndrome: Research and Practice, 2, 47-50.
• Bowler, D. (1991). Rehearsal training and short term free-recall of sign and word labels by severely handicapped children. Journal of Mental Deficiency Research, 35, 113-124.
• Bransford, J.D., Brown, A.C. y Cocking, R.R. (eds.). (2000). How people learn. Washington: National Research Council.
• Broadley, I. y MacDonald, J. (1993). Teaching short-term memory skills to children with Down’s syndrome. Down’s Syndrome: Research and Practice, 1, 56-62.
• Broadley, L., MacDonald., J. y Buckley, S. (1994). Are children with Down’s syndrome able to maintain skills learned from a short-term memory training programme? Down’s Syndrome: Research and Practice, 2, 116-122.
• Broadley, I., MacDonald, J. y Buckley, S. (1995). Working memory in children with Down syndrome. Down’s Syndrome: Research and Practice, 3, 3-8.
• Brock, J. y Jarrold, C. (2005). Serial order reconstruction in Down syndrome: evidence for a selective deficit in verbal short-term memory. Journal of Child Psychology and Psychiatry, 46(3), 304-320.
• Brown, A.L., Campione, J.C. y Murphy, M.D. (1974). Keeping track of changing variables: long-term retention of a trained rehearsal strategy by retarded adolescents. American Journal of Mental Deficiency, 78, 446-453.
• Bruner, J.S. (1966). Toward a theory of instruction. Cambridge: Harvard University Press.
• Carlesimo, G.A., Marotta, L. y Vicari, S. (1997). Long-term memory in mental retardation: evidence for a specific impairment in subjects with Down’s syndrome. Neuropsychologia, 35, 71-79.
• Comblain, A. (1994). Working memory in Down’s syndrome: training the rehearsal strategy. Down’s syndrome: Research and Practice, 2, 123-126.
• Cuvo, A.J. (1974). Incentive level of influence on overt rehearsal and free recall as a function of age. Journal of Experimental Child Psychology, 19, 265-278.
• Farb, J. y Throne, J. (1978). Improving the generalised mnemonic performance of a Down syndrome child. Journal of Applied Behavioural Analysis, 11, 413-419.
• Feuerstein, R. (1986). Mediated learning experience. Jerusalem: Wizo-Canada Research Institute.
• Flavell, J.H. (1970). Developmental studies of mediated memory. En H.W. Reese y L.P. Lipsitt (eds.): Advances in child development and behavior, vol. 5. (pp. 181-211). New York: Academic Press.
• Flavell, J.H., Beach, D.R. y Chinsky, J.M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development 37, 283-299.
• Gathercole, S.E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39, 3-27.
• Gathercole, S.E. y Baddeley, A.D. (1990). The role of phonological memory in vocabulary acquisition. A study of young children learning new words. British Journal of Psychology, 81, 439-454.
• Gathercole, S.E., Tiffany, C., Briscoe, J., Thorn, A. y ALSPAC team. (2005). Developmental consequences of poor phonological short-term function in childhood: a longitudinal study. Journal of Child Psychology and Psychiatry, 46, 598-614.
• Hulme, C. y Mackenzie, S. (1992). Working memory and severe learning difficulties in Down syndrome: applying the working memory model. Hove, UK: Erlbaum.
• Jarrold, C. y Baddeley, A.D. (1997). Short-term memory for verbal and viso-spatial information in Down’s syndrome. Cognitive Neuropsychiatry, 2, 101-122.
• Jarrold, C. y Baddeley, A.D. (2001). Short-term memory in Down syndrome. Down’s Syndrome: Research and Practice, 7, 120-128.
• Jarrold, C., Baddeley, A.D. y Hewes, A.K. (2000). Verbal short-term memory deficits in Down syndrome: a consequence of problems in rehearsal? Journal of Child Psychology and Psychiatry, 41, 233-244.
• Jarrold, C., Baddeley, A.D. y Phillips, C.I. (2002). Verbal short-term memory in Down syndrome: a problem of memory, audition or speech? Journal of Speech, Language and Hearing Research, 45(3), 531-544.
• Jarrold, C., Baddeley, A.D. y Phillips, C. (1999). Down syndrome and the phonological loop: the evidence for, and importance of, a specific verbal short-term memory deficit. Down’s Syndrome: Research and Practice, 6, 61-75.
• Jonassen, D.H. (2000). Computers as mindtools for schools. New Jersey: Prentice Hall.
• Kay-Raining Bird, E. y Chapman, R.S. (1994). Sequential recall in individuals with Down syndrome. Journal of Speech and Hearing Research, 37, 1.369-1.380.
• Keeney, T.J., Cannizzo, S.R. y Flavell, J.H (1967). Spontaneous and induced verbal rehearsal in a recall task. Child Development, 38, 953-966.
• Langone, J., Shade, J., Clees, T.J. y Day, T. (1999). Effects of multimedia instruction on teaching functional discrimination skills to students with moderate/severe intellectual disabilities. International Journal of Disability, Development and Education, 46(4), 493-513.
• Laws, G., MacDonald, J. y Buckley, S. (1996). The effects of a short training in the use of a rehearsal strategy on memory for words and pictures in children with Down syndrome. Down’s Syndrome: Research and Practice, 3, 103-109.
• Laws, G., MacDonald, J., Buckley, S. y Broadley, I. (1995). Long-term maintenance of memory skills taught to children with Down syndrome. Down’s Syndrome: Research and Practice, 2, 103-109.
• Loftus, G.R. y Loftus, E.F. (1976). Human memory. The processing of information. Hillsdale, NJ: Erlbaum.
• Marcell, M.M. y Weeks, S.L. (1988). Short-term memory difficulties and Down’s syndrome. Journal of Mental Deficiency Research, 32, 153-162.
• Nadel, L. (2000). Aprendizaje y memoria en el síndrome de Down . En J. Rondal, J. Perera y L. Nadel (eds.): Syndrome de Down (pp. 197-209). Madrid: Espasa.
• Ornstein, P.A., Naus, M.J. y Liberty, C. (1975). Rehearsal and organizational processes in children’s memory. Child Development, 46, 818-830.
• Pérez, L.F., Berdud, M.L., Valverde, S., Fernández, M.J. y Núñez, L. (2003). Formación en tecnologías de la información y la comunicación para personas con discapacidad intelectual: un modelo de enseñanza-aprendizaje . Siglo Cero, 34(1), 205, 62-66.
• Pérez, L.F., Berdud, M.L., Valverde, S., Sánchez, E. y Fernández, M.J. (2002). Proyecto Bit, tecnología y necesidades educativas especiales. Vol. I. Madrid: Fundación Auna.
• Pressley, M. y Levin, J.R. (1989). Cognitive strategy research. New York: Springer-Verlag.
• Schacter, D.L. (1985). Multiple forms of memory in humans and animals. En Weinberger, N.M., McGaugh, J.L. y G. Lynch (eds.): Memory systems of the brain (pp. 351-379). New York: Guilford Press.
• Soriano, F., Macizo, P. y Bajo, T. (2004). Diferencias individuales en tareas de interferencia episódica y semántica. Psicothema, 16(2), 187-193.
• Vigotsky, L.S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Cambridge University Press.
• Zurrón, M. y Díaz, F. (1990). Estudios neurofisiológicos con síndrome de Down mediante potenciales evocados auditivos de latencia corta. Psicothema, 2, 187-193.