Effects of secondary cues on rote verbal learning of retardates and normal children.

Publisher Website
Google Scholar
Abstract
Explored the process of stimulus selection by normal children (N = 40, 50) and retardates (N = 73, 50, and 108) in paired-associates (PA) learning in 3 studies. Learning of normal children was facilitated by the presence of secondary color cues in a "hard" PA task. Retardates were not similarly affected. Evidence was presented implicating a mediational process. Instructions designed to direct attention to the secondary color cues did not significantly facilitate learning by retardates. Transfer tests indicated that the instructions did determine which cue dimesion became functional for the retardates. It was proposed that retardates are particularly limited in their capacity to observe the various stimulus dimensions presented in a verbal PA problem. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

This publication has 0 references indexed in Scilit: