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| American Journal of Mental… | 6 |
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Peer reviewedCegelka, Patricia Thomas – American Journal of Mental Deficiency, 1972
Descriptors: Exceptional Child Research, Incidental Learning, Mental Retardation, Verbal Ability
Peer reviewedFabry, Bernard D; And Others – American Journal of Mental Deficiency, 1984
Six mentally retarded students (12-22 years old) were taught to name sight words during token-exchange periods of a token-reinforcement system. Sequential teaching of new sets of sight words via a multiple-baseline design evaluated the procedure. Five of the 6 students acquired sight-word vocabularies. Data support the educational use of…
Descriptors: Beginning Reading, Incidental Learning, Mental Retardation, Sight Vocabulary
Peer reviewedLibkuman, Terry M. – American Journal of Mental Deficiency, 1982
Results revealed a significant Intelligence x Frequency interaction, which indicated that the retarded group exhibited an incidential learning deficit but only under the high frequency condition. A possible explanation for this finding was discussed within the context of depth of processing. (Author)
Descriptors: Discrimination Learning, Incidental Learning, Mental Retardation, Verbal Learning
Peer reviewedNigro, Georgia N.; Roak, Rebecca M. – American Journal of Mental Deficiency, 1987
Memory automaticity for spatial location was evaluated with 14 mildly retarded adults and 14 nonretarded adults under two instructional conditions: intentional or incidental. Intention to encode spatial location had no effect on recall for either group and retarded and nonretarded subjects did not differ in recall of spatial location. (Author/DB)
Descriptors: Adults, Incidental Learning, Intentional Learning, Memory
Peer reviewedWilliams, Eddie H. – American Journal of Mental Deficiency, 1970
Descriptors: Exceptional Child Research, Gifted, Incidental Learning, Learning Theories
Peer reviewedFox, Robert; Rotatori, Anthony F. – American Journal of Mental Deficiency, 1979
Type I incidental learning (in which Ss are exposed to stimulus materials without instructions to learn, and then Ss' retention is unexpectedly tested) of 112 educable mentally retarded children (6-13 years old) was investigated. (Author/CL)
Descriptors: Children, Exceptional Child Research, Incidental Learning, Learning Processes
