Prose learning in children and adults with Down syndrome: The use of visual and mental image strategies to improve recall

Background Research indicates that the use of mental imagery is a rich source of possibilities for improving learning in participants with learning disabilities and intellectual disability. Method We undertook two experiments designed to assess the effectiveness of using imagery in prose learning for participants with Down syndrome ( DS). The samples comprised 22 children with DS aged between 7 and 12, and 30 adults with DS aged between 18 and 57. Three prose texts were learned using colour drawings, mental imagery and auditory learning. The results for recall using the first two strategies were then compared to those for auditory learning. Results The immediate and delayed recall of words and ideas obtained by learning with drawings was higher than that obtained using either mental images or the auditory condition. Learning using mental images was also found to be more effective than the auditory condition. Conclusions Training in the use of mental imagery appears to be an efficient strategy for improving recall in participants with DS.