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Pedrini, D. T.; And Others – 1973
Briefly reviewed is research on paired-associate learning in which subjects usually are retardates. Paired-associate learning is said to involve mediation of associations for numbers, letters, grouping of numbers or letters, or other groups such as words. It is explained that retardates have been used as subjects in research on paired-associate…
Descriptors: Exceptional Child Research, Mental Retardation, Paired Associate Learning, Research Reviews (Publications)
Peer reviewed Peer reviewed
Turnure, James E. – American Journal of Mental Deficiency, 1971
Descriptors: Exceptional Child Research, Mental Retardation, Mild Mental Retardation, Paired Associate Learning
Peer reviewed Peer reviewed
Turnure, James E.; Walsh, M. Kateri – American Journal of Mental Deficiency, 1971
Descriptors: Exceptional Child Research, Learning, Mental Retardation, Mild Mental Retardation
Peer reviewed Peer reviewed
Berry, Franklin M.; Baumeister, Alfred A. – American Journal of Mental Deficiency, 1971
Descriptors: Exceptional Child Research, Mental Retardation, Number Concepts, Paired Associate Learning
Turnure, James; And Others – 1975
Thirty-six normal 5-year-olds and 60 educable mentally retarded (EMR) students with a mean age of 7 years were tested to determine whether specific formats of interrogatives would be instrumental in inducing the generation of effective verbal mediators. Ten EMR Ss and 6 normal Ss were tested on 21 paired associates in each six experimental…
Descriptors: Exceptional Child Research, Mental Retardation, Mild Mental Retardation, Paired Associate Learning
Turnure, James E.; Thurlow, Martha L. – 1976
The effects of five verbal elaboration conditions on the paired associate learning of 50 elementary-aged educable mentally retarded children were investigated. Four of the conditions, crossing functional and positional relations in familiar or unfamiliar events, were included in a two-factor design (type of relation x familiarity); the fifth…
Descriptors: Elementary Education, Exceptional Child Research, Mental Retardation, Mild Mental Retardation
Peer reviewed Peer reviewed
Whitely, Susan Embretson; Taylor, Arthur M. – American Journal of Mental Deficiency, 1973
Descriptors: Exceptional Child Research, Junior High School Students, Mental Retardation, Mild Mental Retardation
Turnure, James E.; Thurlow, Martha L. – 1971
Two studies investigated characteristics of verbal elaborations (length and number of relations provided by the syntactic construction) to determine what makes them effective mediators for young children. Study I treated the role of an elaboration's length in facilitating paired associate learning in 22 nursery school children. Data indicated that…
Descriptors: Exceptional Child Research, Learning, Mediation Theory, Mental Retardation
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
Peer reviewed Peer reviewed
Ashford, Donnell C.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1975
Presents a series of these experiments which examined cue function in trigram verbal discrimination learning by retarded subjects. The two variables of chief interest were: (1) trigram meaningfulness, and (2) reinforcement history. (Author/LLK)
Descriptors: Adults, Cues, Discrimination Learning, Handicapped Children
Peer reviewed Peer reviewed
Billigmeier, Andrea H.; Drew, Clifford J. – Psychological Reports, 1971
Descriptors: Associative Learning, Grammar, Learning Processes, Learning Theories
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
Peer reviewed Peer reviewed
Wilcox, Stephen J.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1970
Descriptors: Comparative Analysis, Elementary School Students, Handicapped Children, Learning Theories
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
Mankinen, Richard – 1972
Educable mentally retarded students were taught a verbal mediation learning strategy to determine if their performance pattern would correspond to learning potential designations derived with nonverbal materials. In comparisons of regular and special class groups using a picture paired-associates learning task, special class high-scorers performed…
Descriptors: Academic Achievement, Exceptional Child Research, Junior High School Students, Learning
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