Televised Music Lessons as Educational Reinforcement for Correct Mathematical Responses with the Educable Mentally Retarded

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Abstract
A study of institutionalized educable mentally retarded (N = 17), was conducted to determine: (a) whether televised elementary general music lessons would be effective as reinforcement for completion of math problems, and (b) whether a gain in music listening skills would be obtained in addition to a gain in mathematics achievement. Replication of the procedures, methodology, and reversal sequence of a previous study with disadvantaged public school first-graders (N= 83) was used (Madsen, Dorow, Moore, & Womble, 1976). Results of the present study replicated previous findings. Pre-post increases in music listening skills were made in addition to gains in correct mathematical responses. For the institutionalized retarded, as well as the disadvantaged first-graders, one subject matter functioned as reinforcement for a second subject matter with learning resulting in both academic areas.

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