ERIC Number: ED115044
Record Type: RIE
Publication Date: 1975-May
Reference Count: 0
Relations and the Effectiveness of Verbal Elaborations. Research Report No. 89.
Turnure, James E.; Thurlow, Martha L.
The effects of five elaboration conditions on the paired associate learning of 50 educable mentally retarded children (mean age 9 years) were investigated. Four of the conditions were included in a two factor design (type of relation x familiarity); the fifth (nonsense condition) was included as an outside control. Ten children were tested in each condition. Results indicated that quality and familiarity of stimuli influenced elaborational effectiveness. The dominant finding was a significant interaction between type of relation and familiarity, with positional-unfamiliar elaborations being the least facilitative in the two factor design. The nonsense condition produced the poorest performance levels across the five conditions, especially for Ss identified as being more severely retarded. (DB)
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.