ERIC Number: ED101520
Record Type: RIE
Publication Date: 1974-May
Reference Count: 0
The Effect of Labels Only and Labels with Instruction on the Concept Attainment of Educable Mentally Retarded and Normally Developing Boys of School Age. Technical Report No. 301.
Gargiulo, Richard Michael
Examined were the effects of verbal labels alone and in combination with two types of instruction on the concept attainment of 80 educable mentally retarded and 80 normal boys of school age matched for mental age. For learning the concept "equilateral triangle" Ss were randomly assigned to one of four experimental treatment conditions: verbal labels and instruction on pentagon labels, verbal labels and instruction on equilateral triangle labels, verbal labels only, and verbal labels and instruction on cutting tool labels (control). Administered was the Equilateral Triangle Test Battery, with subtests measuring concrete, identity, and classificatory concept attainment. Analysis of test scores indicated the following findings: (1) as hypothesized, boys of higher mental age performed better than boys with lower mental age; (2) as hypothesized, there was no significant difference in the mean scores of the educable retardates and normal Ss; (3) the hypothesized treatment effect was found only for the vocabulary measure of the formal level subtest; and (4) the normal boys performed at the classificatory level while the retardates did not. Included in the eight appendixes are drawings of stimulus materials, samples of instructional lessons, and teacher evaluation forms. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.