Literaturnachweis - Detailanzeige
| Autor/in | Martin, Clessen J. |
|---|---|
| Institution | Michigan State Univ., East Lansing. Coll. of Education. |
| Titel | Associative Learning Strategies Employed by Deaf, Blind, Retarded and Normal Children. Final Report. [Report No.: ER-38; [Report No.: R-069 |
| Quelle | (1967), (219 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Associative Learning; Blindness; Cognitive Processes; Exceptional Child Research; Learning Processes; Mental Retardation; Mild Mental Retardation; Paired Associate Learning; Remedial Instruction; Retention (Psychology); Students; Verbal Development; Verbal Learning; Visual Impairments |
| Abstract | Eight experiments studied the following aspects of associative strategies in learning: classification; verbalization at three developmental levels; verbalization by normal and educable children; facilitation of associative learning among educable retardates; effectiveness of familiarization and differentiation training on the successful employment of associative strategies among educable retardates; conditionability among educable retardates; verbalization by blind children; and administration to educable retardates in word recognition learning. From the results of the series, it was concluded that the storage process can be greatly facilitated; that retarded children preponderantly use less efficient strategies; that successful performance was dependent upon the identification of learning strategies appropriate to the tasks in question; that experimenter-supplied strategies facilitate retention; and that remediation of associative learning is possible. The studies are discussed in detail. Four appendixes, 31 tables, and 18 figures present data; a bibliography lists 38 items. (DF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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