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ERIC Number: ED002781
Record Type: RIE
Publication Date: 1959-Aug
Pages: 178
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
AN ANALYSIS OF LEARNING EFFICIENCY IN ARITHMETIC OF MENTALLY RETARDED CHILDREN IN COMPARISON WITH CHILDREN OF AVERAGE AND HIGH INTELLIGENCE.
KLAUSMEIER, HERBERT J.; AND OTHERS
A COMPARISON OF THE LEARNING EFFICIENCY IN ARITHMETIC OF MENTALLY RETARDED CHILDREN AND CHILDREN OF AVERAGE AND HIGH INTELLIGENCE WAS MADE. THIS STUDY TESTED FIVE HYPOTHESES--(1) UNEVEN PHYSICAL GROWTH ACCOMPANIES LOW EFFICIENCY IN LEARNING ARITHMETIC, (2) SLOW PHYSICAL GROWTH ACCOMPANIES LOW EFFICIENCY IN LEARNING ARITHMETIC, (3) THE LEVEL OF FUNCTIONING AS REPRESENTED IN STRENGTH, MENTAL AGE, READING ACHIEVEMENT, LANGUAGE ACHIEVEMENTS, AND ARITHMETIC ACHIEVEMENT IS THE SAME AMONG MENTALLY RETARDED, AVERAGE, AND HIGH IQ CHILDREN, (4) SPEED OF ACQUIRING ARITHMETIC LEARNING IS INVERSELY RELATED TO RETENTION AMONG GROUPS OF CHILDREN OF LOW, AVERAGE, AND HIGH IQ, AND (5) RATE OF FORGETTING ACQUIRED ARITHMETIC LEARNINGS IS EQUAL AMONG CHILDREN OF LOW, AVERAGE, AND HIGH IQ. THE MEASURES EMPLOYED IN THE TESTING OF HYPOTHESES 1, 2, AND 3 WERE HEIGHT, WEIGHT, STRENGTH, CARPAL DEVELOPMENT, PERMANENT TEETH, INTELLIGENCE, AND ACHIEVEMENT TEST RESULTS IN READING, ARITHMETIC, AND LANGUAGE. TESTING OF THE LAST TWO HYPOTHESES REQUIRED INDIVIDUAL ADMINISTRATION OF ARITHMETIC LEARNING TASKS OVER A PERIOD OF TIME. COMPLETE PERSONALITY ASSESSMENTS AND MEDICAL EXAMINATIONS, ALONG WITH PERTINENT EDUCATIONAL AND FAMILY HISTORIES WERE OBTAINED ON THE MENTALLY RETARDED FOR DESCRIPTIVE PURPOSES AND POSSIBLE COMPARISONS WITH OTHER MENTALLY RETARDED CHILDREN. IT WAS CONCLUDED THAT THE EVIDENCE STRONGLY SUGGESTS THAT THERE IS NO DIFFERENCE IN RETENTION OF ARITHMETIC LEARNINGS AMONG CHILDREN OF LOW, AVERAGE, AND HIGH INTELLIGENCE WHEN THE LEARNING TASK IS GRADED TO EACH CHILD'S CURRENT ACHIEVEMENT LEVEL AND RETENTION IS MEASURED IN UNITS OF PRACTICAL ARITHMETIC EXERCISES OR IN TIME TO LEARN OR RELEARN TO SOLVE A NOVEL ARITHMETIC PROBLEM. (AH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison.
Identifiers: MADISON; WISCONSIN; Wisconsin (Milwaukee)