ERIC Number: ED062749
Record Type: RIE
Publication Date: 1972
Reference Count: 0
Learning Potential Status and Verbal Mediation Training with Educable Mentally Retarded Students. Volume 2, Number 29.
Educable mentally retarded students were taught a verbal mediation learning strategy to determine if their performance pattern would correspond to learning potential designations derived with nonverbal materials. In comparisons of regular and special class groups using a picture paired-associates learning task, special class high-scorers performed better than gainers and nongainers and did not differ from regular class subjects, thus following the nonverbal learning potential pattern. Verbal mediation training improved the performance of all learning potential groups, as well as the regular class groups, but contrary to prediction, no differential effects were found and no learning potential group was able to give evidence of using the strategy in subsequent testing. It was suggested that educable mentally retarded students have a verbal production (Expressive) deficit rather than a mediation deficit. (For related studies, see also EC 042 065 and 042 067.) (Author/CB)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.