Effects of Verbal-Mediated Modeling on Concrete-Operational Reasoning for a Sample of ESN Children

Investigated the effects of verbal-mediated modeling on transfer to a criterion-referenced paper/pencil task in 51 low-IQ students. Results indicated no significant correlation between concrete operational reasoning and reading comprehension, mathematical reasoning, or language expression. (JAC)

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Bibliographic Details
Published inPsychology in the Schools Vol. 21; no. 4; p. 504
Main Author Russell, Tommy
Format Journal Article
LanguageEnglish
Published 1984
Subjects
Adolescents
Concrete Operations
Conservation (Concept)
Learning Disabilities
Mild Mental Retardation
Piagetian Theory
Secondary Education
Transfer of Training
Verbal Mediated Modeling
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Summary:Investigated the effects of verbal-mediated modeling on transfer to a criterion-referenced paper/pencil task in 51 low-IQ students. Results indicated no significant correlation between concrete operational reasoning and reading comprehension, mathematical reasoning, or language expression. (JAC)