ERIC Number: ED104048
Record Type: RIE
Publication Date: 1971-Apr
Reference Count: 0
Two Studies on Verbal Elaboration in Special Populations: 1. The Effects of Brain-Injury; 2. Evidence of Transfer of Training. Research Report No. 17.
Turnure, James E.; And Others
Investigated in the first of two studies on verbal elaboration in special populations (learning problem and retarded children) were the effects of paragraph elaboration on the paired-associate and reversal learning of 137 brain-injured and familial educable mentally retarded children 8- to 13-years-old. The relationship between brain-injury classification and performance on a six paired-associates list was significant only for acquisition. Data indicated the possible language and learning distinctions between brain-injured and non-brain-injured retardates. In the second study, 14 first grade students with learning problems in a transitional class were tested for the transfer effects of learning under elaboration conditions (paragraphs) to learning under nonelaboration conditions (labels). Results indicated that with a 24-hour transfer interval, two days' experience in using contexts for relating word pairs had beneficial effects on subsequent paired-associate performance when elaborative contexts were not provided. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.