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Penn, Nolan E.; and others – Child Develop, 1969
Study partially supported by the University of Wisconsin Graduate School Research Committee, project 66-67600.
Descriptors: Association (Psychology), Associative Learning, Discrimination Learning, Handicapped Children
Cole, P. G.; Gardner, J. – Education and Training in Mental Retardation, 1988
The study found that providing feedback and goals in an accelerating standards condition had a positive effect on the learning of eight retarded children (mean age 9 years) on a five-choice discrimination task requiring vocabulary and perceptual competence. (Author/DB)
Descriptors: Discrimination Learning, Elementary Education, Feedback, Goal Orientation
Peer reviewedTerry, Pamela R.; Samuels, S. Jay – American Journal of Mental Deficiency, 1976
Descriptors: Character Recognition, Discrimination Learning, Intermediate Grades, Learning Processes
Peer reviewedNettelbeck, T.; Lally, M. – American Journal of Mental Deficiency, 1979
Ten young males (aged 16-to-22 years) whose IQ scores ranged from 51 to 77 were compared on a simple discrimination task with ten male university students (aged 18-to-23 years) and 28 nonretarded male children (aged 7-to-11 years) in order to determine if reaction time is a consequence of mental retardation.
Descriptors: College Students, Discrimination Learning, Elementary School Students, Intelligence
Soraci, S. A., Jr.; And Others – American Journal on Mental Retardation, 1990
Children with mental retardation are particularly prone to failure on relational tasks such as oddity and match-to-sample, suggesting a differential sensitivity to relational information. This paper reports on several studies in which characteristics of stimulus arrays were enhanced. Results demonstrated the theoretical and practical significance…
Descriptors: Attention Control, Cognitive Development, Concept Formation, Discrimination Learning
