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ERIC Number: ED140528
Record Type: RIE
Publication Date: 1977-Apr
Pages: 31
Abstractor: N/A
Reference Count: 0
The Effects of Verbalization and the Presence of a Memory Aid on Concept Learning in Educable Mentally Retarded Children.
Schmelkin, Liora; Reid, D. Kim
Three conjunctive concept-learning problems were presented to 70 educable mentally retarded (EMR) children (9 to 14 years old) and 76 controls (7 to 10 years old) to assess the effects of four verbalization conditions and the presence or absence of a memory aid on concept attainment. Verbalization conditions were the following. (1) no verbalization (performance condition), (2) verbalization following selection of a positive exemplar (positive condition), (3) verbalization following selection of a negative exemplar (negative condition), and (4) verbalization following every selection (total verbalization condition). Multivariate tests of the main effects indicated no differences in the rate of concept learning between EMR Ss and controls and no difference in performance as a function of the kind and amount of verbalization elicited. Both EMR Ss and controls profited from the presence of a memory aid. (Author/IM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977)