This operational theory of adult learning is based on the premise that learning is a problem-solving process involving attention, differentiation, structuring, integration, abstracting, and generalization. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.) (SK)

Results of a study involving 10 mentally retarded and 10 nonretarded (mean age 16 and 4 years, respectively) indicated high levels of acquisition and maintenance for both groups. No difference occurred in magnitude of acquisition, but the mentally retarded Ss took approximately three times as many trials to complete training. (Author/CL)

The authors emphasize the need for developing educational interventions that encourage generalization in learning disabled students from one set of responses to another. (CL)

Thirty mildly retarded children (mean age 9 years) participated in a study in which 24 of the children were trained to a prespecified criterion on one of three logical operations tasks involving length: identity conservation, equivalence conservation, or transitivity. (Author)

A procedure involving the intermittent presentation of timeout, restraint, and blindfolding produced complete suppression of self-slapping in a profoundly retarded adolescent. A variable ratio two schedule of time-out and physical restraint contingencies was effective in reducing and maintaining a low level of self-abusive behavior. (Author)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

Picture cards, photographs, and real objects were compared as training stimuli in order to determine which best facilitated the generalization of naming responses learned in a special training room to real objects in the natural environments of four severely retarded children (ages 5, 6, 9, and 14). (Author)

Eighteen educable mentally retarded adolescents, 18 chronological age (CA) matched nonretarded adolescents, and 18 mental age (MA) matched nonretarded children stylus-tracked an intermittently disappearing rotary pursuit target with and without auditory feedback. (Author)

Examined the effects of stimulus mode (objects v pictures) on the acquisition, generalization, and transfer of novel concepts in 65 preschool children. (JMB)

A brief description of autism is presented, along with evidence documenting the educability of autistic children. Some issues relating to autistic children's behavior are described, and teacher and administrator preparation is reviewed.

Discusses contributions of Adolph's study to behavioral knowledge; it is an important study of the early development of a universal basic pattern of human behavior, illuminating how humans perceive the possibilities for action and learn to use them when appropriate opportunities are offered. Notes that the study addresses generalization of newly…

Submitted the Myers-Briggs Type Indicator (MBTI) to a descriptive reliability generalization analysis to characterize the variability of measurement error in MBTI scores across administrations. In general the MBTI and its scales yielded scores with strong internal consistency and test-retest reliability estimates. (SLD)

A study investigated the effects of aerobic exercise on the self-stimulatory behaviors and academic performance of five adolescent males with autism. Results found there was a significant decrease in self-stimulatory behavior following the physical exercise. Academic performance increased after the aerobic exercise as compared to classroom…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author holds that deficits in self-regulation are probably only part of the reason mentally retarded persons have difficulty in generalizing trained behaviors to non-teaching settings. (DB)

The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD)