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ERIC Number: ED023208
Record Type: RIE
Publication Date: 1967-Jun
Pages: 219
Abstractor: N/A
Reference Count: 0
Associative Learning Strategies Employed by Deaf, Blind, Retarded and Normal Children. Final Report.
Martin, Clessen J.
Eight experiments studied the following aspects of associative strategies in learning: classification; verbalization at three developmental levels; verbalization by normal and educable children; facilitation of associative learning among educable retardates; effectiveness of familiarization and differentiation training on the successful employment of associative strategies among educable retardates; conditionability among educable retardates; verbalization by blind children; and administration to educable retardates in word recognition learning. From the results of the series, it was concluded that the storage process can be greatly facilitated; that retarded children preponderantly use less efficient strategies; that successful performance was dependent upon the identification of learning strategies appropriate to the tasks in question; that experimenter-supplied strategies facilitate retention; and that remediation of associative learning is possible. The studies are discussed in detail. Four appendixes, 31 tables, and 18 figures present data; a bibliography lists 38 items. (DF)
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 State Univ., East Lansing. Coll. of Education.