ERIC Number: ED057540
Record Type: RIE
Publication Date: 1970-Feb
Reference Count: 0
The Effect of Interpolating Success Experiences into Classes for the Retarded. Final Report.
Eaglstein, Solomon A.
The study was conducted to determine the effects of experimentally-arranged success and failure experiences on the subsequent performance of learning tasks by educable mentally retarded (EMR) students. Subjects were 68 EMR intermediate grade children, divided into four groups. Prior to the learning task on each of 5 subsequent days, subjects in the groups received a success experience on a paired-associate task (Success Group), a negative experience of failure on the same task (Failure Group), a neutral experience (Stimulus Control Group), or no experimentally-arranged experience at all (Class Control Group). The learning task following the intervention involved the teaching of seven spelling words per day. Results indicated no difference between groups and no effects on the learning task. Methodological and theoretical explanations of the findings were offered. Supplementary research appended suggested that intervention designed to give retarded subjects success or failure experiences does not affect their learning in other tasks to any great extent. (KW)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ. Foundation, Bloomington.