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The Learning of Difficult Visual Discriminations by the Moderately and Severely Retarded
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Gold, Marc W.; Barclay, Craig R. – Intellectual and Developmental Disabilities, 2015
A procedure to effectively and efficiently train moderately and severely retarded individuals to make fine visual discriminations is described. Results suggest that expectancies for such individuals are in need of examination. Implications for sheltered workshops, work activity centers and classrooms are discussed. [This article appeared…
Descriptors: Discrimination Learning, Exceptional Child Research, Moderate Intellectual Disability, Performance Factors
Conditional Discrimination by Adults with Mental Retardation: Establishing Relations between Physically Identical Stimuli.
Saunders, Kathryn J.; And Others – American Journal on Mental Retardation, 1995
The effectiveness of training procedures which used visual-visual arbitrary matching, blocked-trial matching-to-sample, and successive discrimination training to teach visual-visual discrimination of two-dimensional forms was evaluated with two men having severe mental retardation. Results indicated that the procedures did establish conditional…
Descriptors: Adults, Behavioral Science Research, Discrimination Learning, Males
Effects of Correction and Non-Correction Training Procedures on "Easy" and "Hard" Discrimination Learning in Children
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Doan, Helen McK. – Psychological Reports, 1970
Descriptors: Discrimination Learning, Error Patterns, Learning Processes, Learning Theories
The Learning of Difficult Visual Discriminations by the Moderately and Severely Retarded
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Barclay, Craig R.; Gold, Marc W. – Mental Retardation, 1973
Descriptors: Discrimination Learning, Exceptional Child Research, Mental Retardation, Moderate Mental Retardation
Concept Identification as a Function of Cognitive Style, Complexity, and Training Procedures.
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Davis, J. Kent – 1967
Two experiments studied the influence of an individual's cognitive style on concept identification. Subjects were high school males, classified into levels of cognitive style according to their performance on the Hidden Figures Test. For the first experiment, three non-overlapping groups of 30 each were required to classify figural patterns, which…
Descriptors: Cognitive Processes, Discrimination Learning, Exceptional Child Research, High School Students