ERIC Number: ED061680
Record Type: RIE
Publication Date: 1972-Mar
Reference Count: 0
Psychoeducational Issues in Educable Mental Retardates: Dependency and Learning. Final Report.
Examined was the relationship between dependency behavior and learning in educable mentally retarded (EMR) children. Population included 120 subjects equally divided by sex into two groups of retardates and normals and subdivided into socially reinforced and non-reinforced Ss. The task measured overt or instrumental dependency (ID). Electronic stimuli ranging from 2 to 10 pulses per second were judged by subjects as slow or fast values. Subjects had free access to the anchor values (2 pps as slow, 20 pps as fast) to assist the decision. ID scores were based on frequency of anchor use. The Rohde Sentence Completion Test measured covert or emotional dependency (ED). Finally, a learning task based on the concept of opposition was presented. Results revealed higher ID scores for retardates, with significant correlations between IQ and ID as well as between IQ and Opposition Task. ED scores were not significant between and within groups. Conclusions include the inference that retardates' need to be reinstructed by increased anchor use prior to a decision influences their learning potential. (Author/KW)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Cardinal Cushing School and Training Center, Hanover, MA.
Identifiers: Dependency (Personality)