Descriptor
| Concept Formation | 2 |
| Learning Processes | 2 |
| Adults | 1 |
| Analysis of Covariance | 1 |
| Cognitive Processes | 1 |
| Conservation (Concept) | 1 |
| Cues | 1 |
| Higher Education | 1 |
| Intelligence Differences | 1 |
| Junior High Schools | 1 |
| Memory | 1 |
| More ▼ | |
Source
| Intelligence | 2 |
Author
| Bray, Norman W. | 1 |
| Spitz, Herman H. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedBray, Norman W.; And Others – Intelligence, 1978
A directed forgetting task was used in an investigation of the conditions under which normal and educable mentally retarded junior high school students would disregard irrelevant information. Results showed that irrelevant information in memory interfered with the performance of only the retarded group, when given a minimal explanation of the…
Descriptors: Concept Formation, Cues, Intelligence Differences, Junior High Schools
Peer reviewedSpitz, Herman H.; And Others – Intelligence, 1982
Demonstrated is a covariance principle that causes the observer to assume that if one aspect of a two-dimensional figure (its perimeter or its area) is conserved, the other aspect must also be conserved (pseudo-conservation). Mentally retarded individuals, assuming no such fixed relationship, correctly judged the changed state of the nonconserved…
Descriptors: Adults, Analysis of Covariance, Cognitive Processes, Concept Formation
