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Translucency of Sign and Concreteness of Gloss in the Manual Sign Learning of Moderately/Severely Mentally Retarded Students.
Peer reviewed Peer reviewed
Luftig, Richard L. – American Journal of Mental Deficiency, 1983
Effects of high and low levels of manual sign translucency and referential concreteness on the manual sign learning of 40 moderately/severely mentally retarded adolescents were investigated. High levels of translucency were a significant facilitator while low levels inhibited learning. Concreteness did not significantly affect sign learning.…
Descriptors: Adolescents, Concept Formation, Manual Communication, Moderate Mental Retardation
Effects of Motoric Requirements on the Acquisition of Manual Sign Responses by Severely Handicapped Students.
Peer reviewed Peer reviewed
Kohl, Frances L. – American Journal of Mental Deficiency, 1981
Symmetrical signs were acquired significantly faster than were asymmetrical signs, and touch signs were acquired significantly faster than were nontouch signs. Results of the acquisition of iconic v abstract signs were inconclusive. (Author)
Descriptors: Elementary Education, Exceptional Child Research, Manual Communication, Performance Factors
Establishing Words and Objects as Functionally Equivalent Through Manual Sign Training
Peer reviewed Peer reviewed
VanBiervliet, Alan – American Journal of Mental Deficiency, 1977
A study involving six institutionalized retarded males was designed to determine if sign-object and sign-word training would lead to acquisition of word-object associations. (Author)
Descriptors: Exceptional Child Research, Institutionalized Persons, Language Instruction, Manual Communication
Evaluation of a Manual Approach to Programming for Deaf Retarded
Peer reviewed Peer reviewed
Hall, Sylvia M.; Talkington, Larry W. – American Journal of Mental Deficiency, 1970
Descriptors: Evaluation, Exceptional Child Research, Hearing Impairments, Language Acquisition