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ERIC Number: ED024193
Record Type: RIE
Publication Date: 1967
Pages: 21
Abstractor: N/A
Reference Count: 0
Learning and Transfer of Paradigmatic Word Association by Educable Mentally Retarded Children: A Preliminary Report.
Semmel, Melvyn I.; And Others
In a study of paradigmatic responding, 14 educable mentally retarded (EMR) boys from a training school were matched on chronological age (CA) and Stanford-Binet IQ scores. Six served as controls, six as experimental subjects, and two as training controls. They were pretested individually for a baseline measure of their paradigmatic responses to noun stimuli. The experimental group was trained to choose high paradigmatic associations following selective monetary reinforcement of their correct choices; all were posttested immediately following training and after a 1-week interval. Results indicated that the EMR's learned the training task regardless of CA. The reinforcement training procedure had a significant effect (p<.05) in rapidly increasing the paradigmatic performance on the word association task, and this frequency of paradigmatic responding transferred from the training list to the posttest as well as to words not occurring on the training list but used as free associative stimuli on the posttest. The change (p<.05) was still evident 1 week after training. It was concluded that the relatively low incidence of paradigmatic word association responses found in EMR children reflected performance variables rather than a developmental lag in language of EMR children. (Author/SN)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan Univ., Ann Arbor. Center for Research on Language and Language Behavior.
Identifiers: N/A