Some Effects of Word Learning in Imbeciles

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Abstract
Two experiments concerned with generalisation between words in imbecile children were carried out. The first of these compared the effects of learning three word lists, differently connected with a common list of test words, for amount and direction of transfer on the second task. It was found that while no difference in rates of learning occurred in the control group, negative transfer effects were evident with subjects who learned two lists of near synonyms. A group who learned two lists of near homonyms needed fewer trials on the second task. Transfer was found to be independent of I.Q. level. It was concluded that learning sets, leading to generalisation along semantic as well as physical dimensions, could be built up in imbeciles. In the second experiment word associations to the words in the common test list were related to previous learning experience. Word associations were shown to fall into two main classes of either meaningfully related or unconnected responses. Only a small number of “clang” associations were given. While such tendencies were not significantly altered by previous training in either neutral or sound connected word learning, learning of near synonyms significantly strengthened the tendency to give meaningfully connected word associations.