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Download full textTurnure, James E.; Thurlow, Martha L. – 1971
The ability of 23 educable mentally retarded children (mean chronological age, 9 years) to transfer verbal elaboration techniques to a labeling task was tested following one, two, or no elaboration experiences. An additional 18 retardates were tested in two outside control conditions to identify the effects of reversal experience on acquisition…
Descriptors: Children, Exceptional Child Research, Learning, Mental Retardation
Barclay, Craig R.; Gold, Marc W. – Training School Bulletin, 1973
Descriptors: Exceptional Child Research, Mental Retardation, Moderate Mental Retardation, Nonverbal Learning
Taylor, Arthur M.; And Others – 1971
Twenty-four educable mentally retarded children (10 to 15 years old) were randomly assigned to one of three treatment conditions (repetition-control, verbal context, and imagery) to determine the effects of elaboration on paired associate (PA) learning. Data from performances on two lists supported the hypothesis that elaboration in the form of…
Descriptors: Adolescents, Children, Exceptional Child Research, Imagery
Lagomarcino, Thomas R.; And Others – 1988
Seven papers address the teaching of self-management skills to disabled persons in supported employment settings. In "Competitive Employment: Teaching Mentally Retarded Employees to Maintain Their Work Behavior," (Frank Rusch and others), external cues managed by job coaches are contrasted to self-generated cues leading to employee self…
Descriptors: Disabilities, Employment Potential, Interpersonal Competence, Job Skills
Park, OK Dong – 1973
The effectiveness of videotape feedback, verbal feedback, and a combination of videotape and verbal feedback upon the psychomotor performance of 90 borderline, mild, and moderately retarded adolescent students in a residential school was compared. The students were divided into a high intelligence group and a low intelligence group and then…
Descriptors: Adolescents, Exceptional Child Research, Feedback, Intelligence
Taylor, Arthur M.; And Others – 1971
The effects of two types of elaboration training (imagery and sentence generation) on the paired associate learning of 32 educable mentally retarded children (aged 9 to 13 years were compared over two levels of verbalization (none and overt). Each S was first tested on a warmup list, then trained to generate elaborations, and finally given two…
Descriptors: Children, Exceptional Child Research, Imagery, Learning
Thurlow, Martha L.; Turnure, James E. – 1971
The relative effectiveness of three types of elaboration (sentences, semantic paragraphs, and syntactic paragraphs) on paired associate learning in 75 educable mentally retarded Ss was tested under list lengths of eight, 12, 16 and 24 pairs. For all lists except the eight pair list, the elaborators were found to be equally and highly effective as…
Descriptors: Children, Exceptional Child Research, Literature Reviews, Mediation Theory
Pressley, Michael – American Journal on Mental Retardation, 1990
In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author raises four points: use of alternatives to language based interventions, questionable effectiveness of verbal self-instruction with the retarded, questionable practicality of gradual withdrawal of teacher prompting, and need for immediate testing of…
Descriptors: Cognitive Psychology, Generalization, Language Skills, Mediation Theory
Whitman, Thomas L. – American Journal on Mental Retardation, 1990
The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…
Descriptors: Behavior Modification, Cognitive Psychology, Definitions, Generalization
