ERIC Number: ED069055
Record Type: RIE
Publication Date: 1972-Jul
Reference Count: 0
The Effects of Question Type and Position on Four Types of Learning Among Mentally Retarded Children. Final Report.
Hillman, Stephen B.
Examined were the effects of memory and inference questions on learning in 90 educable mentally retarded children (aged 9 to 13 years) who were read a short story, each section of which was preceded or followed by a training question which cued relevant information. Results indicated that those questions which followed the presentation of sections of the story were more effective in increasing short term achievement than were those which preceded the sections of the story, that close temporal proximity between critical information to be learned and the question led to greater learning, and that those subjects who received the same type of training question and criterion question performed better on the delayed relevant criterion tests (after 15 minutes) than did those who had a mixture of question types. No differences were found between groups on the incidental criterion tests. Appendixes included the short story, the criterion tests, and the training questions. (Author/GW)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Note: Final Report 17.3