ERIC Number: ED058685
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Effects of Verbal Concept Training Versus Stimulus Enhancement on Verbal Abstracting in Institutionalized Retarded Delinquent Boys. IMRID Papers and Reports, Volume VIII, No. 1.
Tymchuk, Alexander J.
Effects of verbal concept formation training and stimulus enhancement on verbal abstracting were studied in 48 delinquent, mentally retarded, adolescent boys (age range 15 to 18 years) who resided in a state institution. Two two-word similarities tests were used to measure verbal abstraction in the pretest session. The first condition of stimulus enhancement consisted of two five-word similarities tasks, and the second stimulus enhancement condition consisted of two two-word similarities tasks. Four tests were used to measure verbal abstraction in the posttest period. Identical instructions were given for pretests and posttests. Research results indicated that apparent verbal abstracting deficit in cultural-familial retarded individuals resulted from a deficit of information input. Verbal abstraction scores were raised by increasing the number of exemplars in a verbal abstraction task. It was found that concept training procedures designed to familiarize the subject with concept names and exemplary words aided future performance on tasks utilizing the same concepts with different exemplars. Results indicated that training did not aid performance on a task with different concepts. Appended were a review of pertinent literature and a listing of the concepts and tests used in the experiment. (CB)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. Inst. on Mental Retardation and Intellectual Development.