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 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…

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 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 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…

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…

Low achieving regular class and educable mentally retarded (EMR) special class adolescents from a white, low-income, urban district were administered the learning potential procedure and were interviewed to determine differences in their after-school, non-academic activities. Few differences were reported in the social interests and activities of…

The Learning Potential Test was administered three times to samples of bright, dull normal, and educable mentally retarded (EMR) children. Training in relevant problem solving strategies was interpolated following the second administration to separate the effects of practice and coaching. As hypothesized, lower-class dull normal and EMR subjects…

The validity of a learning potential assessment procedure with institutionalized moderately and severely retarded adolescents and adults was examined with 38 Ss. (Author)