ERIC Number: ED231095
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
A System of Constructs Used to Define Learning in Development; Further Used to Define Disturbances of Learning in and to Define Corresponding "Treatments" of Persons Who Manifest Retarded Intellectual Development. An ILF-Approach.
A theoretical situation-person-interactions model of learning and performance is presented, and applications of the model through the Instrumental Language Functions (ILF) approach with preschool normal and older variously handicapped children and adults are described. The model is graphically depicted and discussed according to such aspects as sensations which are basic to learning; sensations and long term memory (LTM); LTM and coding of sensation; LTM, coding, and short term memory (STM); and applications to general learning, memory, and language disturbances of retarded persons. The ILF approach is then discussed in terms of teaching subprocesses in concept learning (e.g., selective associations) and corresponding verbal expressions (e.g., differences and similarities), conceptual systems (e.g., which shape or color); and supporting children's emotional/motivational dispositions to build self-concept. Additional aspects discussed include influence of the ILF on coding in perception, analytic coding, skill learning, concept learning, STM, thinking and choosing acts, teaching, and learning of school subjects. Approximately one-third of the paper consists of examples of the ILF approach to teaching. (MC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Instrumental Language Functions
Note: Paper presented at the EASE Congress (Brussels, November, 1982).