Acquisition and retention of a mediational strategy for PA learning in EMR children

The ability of EMR children to acquire and retain a mediational strategy for PA learning was demonstrated by a training procedure which consisted of the sequencing of consecutive lists under varying degrees of mediational facilitation. The components of the training procedure included training inter...

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Bibliographic Details
Published inAmerican journal of mental deficiency Vol. 80; no. 5; p. 529
Main Authors Burger, A L, Blackman, L S
Format Journal Article
LanguageEnglish
Published United States 01.03.1976
Subjects
Adolescent
Child
Education of Intellectually Disabled
Humans
Imagination
Intelligence
Memory
Paired-Associate Learning
Retention (Psychology)
Teaching - methods
Time Factors
Verbal Learning
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Summary:The ability of EMR children to acquire and retain a mediational strategy for PA learning was demonstrated by a training procedure which consisted of the sequencing of consecutive lists under varying degrees of mediational facilitation. The components of the training procedure included training interval, overt verbalization, and verbal context combined with imagery instruction. Forty-five EMR children (mean CA = 11.26; mean IQ = 63.33) were randomly assigned to one of three groups: mediation, standard, and control. Analyses of data showed significantly superior performance of the mediation group in acquisition and retention of the mediational strategy. The pedagogical implications of the study were discussed.
ISSN:0002-9351