ERIC Number: ED070233
Record Type: RIE
Publication Date: 1972-Aug
Reference Count: 0
An Investigation of Factors Influencing Learning in the Mentally Retarded and Their Use in the Design of Instructional Materials. Final Report.
Merryman, Sandra; Seitz, Sue
Reviewed was a 4 year project in which factors influencing learning in the mentally retarded were investigated by means of comparative studies on guided or prompted learning (P) and confirmation or trial and error learning (C). Previous research on P and C was summarized briefly. Examined were seven paradigmatic studies from the project which failed to show a clear superiority of either P or C. Reported was a subsequently applied study in which Ss were taught basic arithmetic skills under the following training conditions: all P, all C, P followed by C, C followed by P, and alternation of P and C. Data showed a lack of large differences in the effectiveness of various training conditions, all of which were thought to have contributed to an increased rate of learning for pupils. Practical implications for teachers of the mentally retarded were drawn in relation to pace of presentation, set for long retention interval, verbalization, intervening tests, expectancy of success, importance of particular rewards to the learner, interference resulting from similarity within the task, training method as a means of distinguishing tasks, diagnostic nature of training materials, and learner ability. (GW)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Austin State School, TX.