Nonhandicapped preschool children (N=21) were interviewed about a variety of topics related to deafness and deaf people. Most of the preschoolers expressed at least minimal awareness of deafness. (Author)

Twenty seven educable retarded children (ages 11 to 16) were divided into three groups based on learning potential status: highscorers, gainers, and nongainers. A dexterity test and a mirror drawing of a six-pointed star were administered, the latter in a stress-producing manner. Learning potential status mainly predicted the rate of learning on…

A survey of the discharge status of institutionalized educable mentally retarded patients who had been studied with the Kohs Learning Potential (LP) assessment measure in the early 1960's was undertaken. Learning potential was strongly associated with the fact of discharge. The more able patients by the learning potential criterion also had higher…

A discussion of learning potential among educable retardates reflects the author's findings that some solved difficult problems on the Kohs block designs, some did not do well at first but improved after coaching, and some did not do well before or after coaching. Additional studies of these highscorers, gainers, and nongainers are cited which…

Adolescents defined as educable retarded who have demonstrated their ability to profit from experiences (highscorers and gainers) were hypothesized to perform more adequately than nongainers on the Stroop Color-Word interference task. The tasks were administered on three successive days to each subject in the following order: color, word,…

A questionnaire and sentence completion test which consisted of hypothetical frustrating situations in the areas of school, peer and parental relations was administered to 27 educable mentally retarded (EMR) groups of nongainers, gainers and high scorers, defined by the Kohs learning potential (LP) procedure. More able (LP) subjects (high scorers…

The Picture Word Game, a nonverbal test of the ability to use language-related symbols, was administered to 90 low-income urban students in grades 1 through 5. Ss were trained in one class period and then tested in class size groups within 2 days. In addition, previous scores on the Stanford Paragraph Meaning and Vocabulary Subtests were obtained…

The differences in learning potential among educable adolescents is discussed in terms of high scorers, those who learned to solve problems on the Kohs test while doing the first trial, gainers who experienced difficulty but showed marked improvement following tutoring, and nongainers who did not improve after tutoring. The reliability of the Kohs…

To investigate the validity of the Laurelton Self Concept Scale (LSCS), 172 educable retardates on whom the original factor analysis was done served as subjects. The LSCS was administered orally and criterion variables were broken down into ten groups. Results indicated that reported self concepts of the educable bear considerable relationships to…

The study investigated the feasibility of M. Budoff and M. Friedman's (1964) learning potential paradigm as an assessment approach with 40 moderately and severely mentally retarded persons (aged 12 to 22 years). Ss were tested three times: initially, after one week, and after one month with a match-to-sample block design test. Twenty of the Ss…

Junior highschool students in three special classes for the educable retarded and regular class children from three low-track sections were administered the Kohs block designs and assigned a learning potential status: highscorer, gainer, or nongainer. All subjects were then interviewed individually in a 1-hour session in which questions relating…

Items from the Laurelton Self Concept Scale (LSCS) and the Locus of Control Scale for Children were administered to 172 male and female educable mental retardates to examine the LSCS by R factor analysis. It was found that the Self Concept Scale is factor analyzable when appropriately administered to educables. The small factors grouped into…

The attitudes toward school of retarded children in various school placements were investigated in two studies. The first study compared the attitudes of nonretarded children, and educable mentally retarded children in segregated and integrated class placements. The results indicated that the segregated group posited significantly less favorable…