Comparative study of learning and retention of paired-associates in mentally retarded and normal children under different stimulus conditions
University of Wisconsin--Madison, 1971 - Education - 252 pages
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05 level analysis analysis of variance behavior potential cards children who experienced chronological age concepts control group different stimulus conditions effect established criterion expectancy and reinforcement expectancy for success experimentally induced failure formance function group of normal group of retarded Heber high expectancy hypothesis incentive conditions indicated induced failure condition intelligence quotient investigated learning and retention learning task level of significance low expectancy mental age mentally retarded children mentally retarded subjects Nardi normal and retarded normal children normal subjects number of trials original learning paired associates paired-associate performance efficiency performance of normal performance of retardates predicted Prehm present study primary reinforcers reach the criterion reach the established reinforcement value relearning retarded and normal retarded group retention of paired Rotter significance F significant difference significantly superior Simpson situation or situations social learning theory success and failure success condition treatment conditions trials to criterion trials to reach verbal