Adolescent educable retardates were presented a list of words which were organized into categories for half of the Ss and randomized for the other half. In addition, a sorting task preceded the list for half of the Ss. Ss were tested for recall after each of three trials. Responses were analyzed by two methods: one required responses of Ss…

In a test of the generality of the comprehension hypothesis, educable mentally retarded children in primary classes were assigned, following pretraining measures, to experimental (n=24) and control (n=12) conditions. (Author)

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

A study-recall paired-associates (PA) learning task was administered to 40 trainable mentally retarded children (6-14 years old) under one of four instructional modeling conditions: imagery, verbal mediation, imagery and verbal mediation, or control. On half of the PA learning study trials, the children were provided with modeled mediating…

Eight experiments studied the following aspects of associative strategies in learning: classification; verbalization at three developmental levels; verbalization by normal and educable children; facilitation of associative learning among educable retardates; effectiveness of familiarization and differentiation training on the successful employment…