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ERIC Number: ED033506
Record Type: RIE
Publication Date: 1969-Aug
Pages: 15
Abstractor: N/A
Reference Count: 0
The Effects of Inter-Trial Manipulations on PA Learning in Retardates; An Investigation of Factors Influencing Learning in the Mentally Retarded, and Their Use in the Design of Instructional Materials. Interim Report.
Seitz, Sue; Sweeney, Janee
The effects of interspersed trials on prompted (P) and confirmation (C) paired associate learning were studied in 64 institutionalized educable mental retardates. Subjects were instructed to learn eight pairs of pictures which were presented by a slide projector. There were four groups in both the P and C condition. The treatment for these groups consisted of practice trials followed by two blocks of neutral trials, or two blocks of test trials, or one block of test trials, or no intervening material. Inclusion of interspersed test trials significantly improved performance in the C condition (p less than .05). This supports Izawa's (1968) findings that interspersed nonreinforced test trials significantly improved performance in the C condition. The results suggest that subtle variations in the methods of task presentation might be producing some of the discrepancies reported in studies on P and C learning. (Author)
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: Austin State School, TX.