ERIC Number: ED023208
Record Type: RIE
Publication Date: 1967-Jun
Reference Count: 0
Associative Learning Strategies Employed by Deaf, Blind, Retarded and Normal Children. Final Report.
Martin, Clessen J.
Eight experiments studied the following aspects of associative strategies in learning: classification; verbalization at three developmental levels; verbalization by normal and educable children; facilitation of associative learning among educable retardates; effectiveness of familiarization and differentiation training on the successful employment of associative strategies among educable retardates; conditionability among educable retardates; verbalization by blind children; and administration to educable retardates in word recognition learning. From the results of the series, it was concluded that the storage process can be greatly facilitated; that retarded children preponderantly use less efficient strategies; that successful performance was dependent upon the identification of learning strategies appropriate to the tasks in question; that experimenter-supplied strategies facilitate retention; and that remediation of associative learning is possible. The studies are discussed in detail. Four appendixes, 31 tables, and 18 figures present data; a bibliography lists 38 items. (DF)
Descriptors: Associative Learning, Blindness, Cognitive Processes, Exceptional Child Research, Learning, Learning Processes, Mental Retardation, Mild Mental Retardation, Paired Associate Learning, Remedial Instruction, Retention (Psychology), Students, Verbal Development, Verbal Learning, Visual Impairments
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan State Univ., East Lansing. Coll. of Education.