ERIC Number: ED047434
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Effects of Social Reinforcement, Locus of Control, and Cognitive Style on Concept Learning among Retarded Children.
Panda, Kailas C.
To examine the effects of locus of control (the extent to which an individual feels he has control over his own behavior) and cognitive style variables on learning deficits among mentally handicapped children, 80 mentally retarded boys (IQ 50 to 83, age 160 to 196 months) were administered a battery of tests. Analyses of student performance indicated that subjects with internal locus of control and analytic cognitive style gave more correct responses in the initial acquisitions phase than did externally controlled and global children. No difference was observed in the final acquisition block; however, when composite correct responses were analyzed, the analytic children were found superior to global children. Indiscriminate use of verbal support appeared to depress retardates' performance on a concept learning task. Implications concerning potency of social reinforcers and reevaluation of performance deficit in terms of non-intellective factors were noted. (RD)
Descriptors: Cognitive Ability, Cognitive Processes, Concept Formation, Exceptional Child Research, Learning Theories, Mental Retardation, Self Control, Social Reinforcement
Kailas C. Panda, Dept. of Special Education, Virginia Commonwealth University, 918 Park Avenue, Richmond, Virginia 23220
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Educational Research and Development in Mental Retardation.
Note: Paper presented at the Annual Convention of the American Educational Research Association (New York, New York, February 4-7, 1971)