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Peer reviewedHughson, E. Anne; Brown, Roy I. – Australia and New Zealand Journal of Developmental Disabilities, 1983
In two studies of verbal instruction of young mentally retarded adults, increasing the speed of verbal instruction reduced the level of nonverbal performance, particulary in subjects with poor nonverbal scores. Slight increases in speed of instruction can have major and negative impacts. Redundancy in verbal instruction inhibits nonverbal…
Descriptors: Mental Retardation, Nonverbal Learning, Time Factors (Learning), Verbal Learning
Peer reviewedYoder, Pam; Forehand, Rex – American Journal of Mental Deficiency, 1974
Descriptors: Children, Concept Formation, Exceptional Child Research, Imitation
Peer reviewedBilligmeier, Andrea H.; Drew, Clifford J. – Psychological Reports, 1971
Descriptors: Associative Learning, Grammar, Learning Processes, Learning Theories
Download full textSeitz, Sue; Morris, Dan – 1968
In a study on short term memory, 32 educable mentally retarded subjects (mean IQ 62.68, mean mental age 103.78 months) were randomly assigned to each of the four experimental conditions. An automated machine presented the stimuli (32 three-letter words) and the interference items (a list of random numbers read aloud between stimuli presentations).…
Descriptors: Cognitive Processes, Exceptional Child Research, Learning, Mediation Theory
CANDLAND, DOUGLAS K.; MANNING, SIDNEY ALPERN – 1967
FIVE EXPERIMENTS WERE CONDUCTED IN AN ATTEMPT TO ISOLATE SPECIFIC LEARNING PATTERNS IN CHILDREN OF VARYING DEGREES OF MENTAL RETARDATION AND TO CONTRIBUTE TO THE KNOWLEDGE OF THE PHYLOGENETIC DEVELOPMENT OF INTELLIGENCE. FACTORS STUDIED WERE THOSE KNOWN TO INFLUENCE LEARNING IN NORMAL CHILDREN AND ADULTS--KIND OF REINFORCEMENT (VERBAL OR…
Descriptors: Children, Cognitive Processes, Exceptional Child Research, Females
