مقاربة نفسية معرفية للذاكرة الدلالية عند الطفل المصاب بتخلف ذهني بسيط
This study seeks to determine the level of semantic memory activity as a place for information processing and storage in a child with mild intellectual disability from the perspective of cognitive psychology, as the principal system of the language and important knowledge, and as an important mental process in life in general and especially on the education process. The study was applied to a sample consisting of 3 cases between the ages of 8 and 10 years, depending on a set of acting tools: the observation, the interview and the semantic memory test of Saad Abdel Aziz. To do so, the study relied on the descriptive analytical method of a case study. It relied also on reviewing literature on the subject, the last studies as well as analyzing the case’s results that came up with the following: the child with mild intellectual disability suffers from a decrease in the level of semantic memory, and this appears particularly at the level of semantic rhythm structure, phonemic discrimination, and semantic repetition of numbers, which leads to a lack of the different perception between melodies and leads to differentiation of sounds , which he retrieved auditorily relying on mental repetition, so he loses the abilities to form a mental image allows him to remember the desired concept , this may be due to disease on the acquisition and storage of new concepts, and the lack of experience, and his inability to adapt to his external environment, therefore the researcher recommended that a child with mild intellectual disability should be given sufficient time to train and organize the entry of information, because he has slow understanding, and this is the nerve cells are slower in transmitting to the brain. (Published abstract)