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| Exceptional Child Research | 5 |
| Mental Retardation | 5 |
| Mild Mental Retardation | 5 |
| Paired Associate Learning | 5 |
| Training Methods | 5 |
| Adolescents | 3 |
| Children | 3 |
| Imagery | 3 |
| Mediation Theory | 3 |
| Verbal Learning | 3 |
| Learning | 2 |
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| American Journal of Mental… | 2 |
Author
| Taylor, Arthur M. | 2 |
| Ellis, Norman R. | 1 |
| Lebrato, Mary T. | 1 |
| Thurlow, Martha L. | 1 |
| Turnure, James E. | 1 |
| Winters, John J. | 1 |
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Peer reviewedWinters, John J.; And Others – American Journal of Mental Deficiency, 1974
Descriptors: Adolescents, Exceptional Child Research, Mental Retardation, Mild Mental Retardation
Peer reviewedLebrato, Mary T.; Ellis, Norman R. – American Journal of Mental Deficiency, 1974
Three experiments assessed the relative effectiveness of an imagery mnemonic on the paired-associate learning of 24 nonretarded and 24 educable mentally retarded adolescents. (Author/MC)
Descriptors: Adolescents, Exceptional Child Research, Imagery, Mediation Theory
Download full textTaylor, Arthur M.; And Others – 1971
Twenty-four educable mentally retarded children (10 to 15 years old) were randomly assigned to one of three treatment conditions (repetition-control, verbal context, and imagery) to determine the effects of elaboration on paired associate (PA) learning. Data from performances on two lists supported the hypothesis that elaboration in the form of…
Descriptors: Adolescents, Children, Exceptional Child Research, Imagery
Taylor, Arthur M.; And Others – 1971
The effects of two types of elaboration training (imagery and sentence generation) on the paired associate learning of 32 educable mentally retarded children (aged 9 to 13 years were compared over two levels of verbalization (none and overt). Each S was first tested on a warmup list, then trained to generate elaborations, and finally given two…
Descriptors: Children, Exceptional Child Research, Imagery, Learning
Thurlow, Martha L.; Turnure, James E. – 1971
The relative effectiveness of three types of elaboration (sentences, semantic paragraphs, and syntactic paragraphs) on paired associate learning in 75 educable mentally retarded Ss was tested under list lengths of eight, 12, 16 and 24 pairs. For all lists except the eight pair list, the elaborators were found to be equally and highly effective as…
Descriptors: Children, Exceptional Child Research, Literature Reviews, Mediation Theory
