Learning and Cognition in the Mentally Retarded

Front Cover
Psychology Press, 1984 - Psychology - 541 pages
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First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
 

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Contents

Some Methodological and Conceptual Issues
1
The Search for Developmental Models
39
Paradigmatic
55
Theoretical Issues
62
Problems in Metacognitive Research with the Retarded
69
Contributions
77
The Longitudinal Field Approach
83
Summary and Conclusions
108
Another Approach to Training Intelligence
255
The University of Alberta University of North Carolina
261
Learning Ability and Transfer Propensity as Sources
265
Preliminary Findings from Instructional Research
273
Some Concluding Comments
284
14 Intelligence and the Process of Generalization
295
Some Extensions of the Instructional Approach to
311
How Far Can the Retarded Search
333

University of Minnesota Lin Agnes
113
Recent Applications of the Model
123
Das J
127
Investigation of the Effects of Institutionalization
129
8 Semantic Processing Efficiency in the Mentally Retarded
141
9 Dissection of Component Processes in Rapid Information Processing
165
Some Speculations
189
Skilled Performance and Intelligence
198
The Consequences of Limited Capacity
208
11 Oculomotor Functioning and the Learning and Cognitive
217
Developmental and HandicappedNonhandicapped
223
Implications for Oculomotor Research
232
Strategy Training for Generalization
247
The Depth of Search Problem
343
Digit Span Forward and Backward
350
17 Toward a SocialEcological Perspective of Sensorimotor
359
Social Cognition and the Ecology of Development
376
Summary
382
18 Social Understanding and Mental Retardation
389
19 Course and Structure of Intellectual Development in Children
419
Conclusions
430
21 Molecular Research and Molar Learning
473
Teaching New Behavior via Equivalence Relations
493
Author Index
515
Subject Index
529
Copyright

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