Differences Between Educable Mental Retardates and Nonretardates in Fluency and Quality of Verbal Associations. Studies in Learning Potential, Volume 3, Number 38.

Autor/inn/en	Harrison, Robert H.; und weitere
Institution	Research Inst. for Educational Problems, Cambridge, MA.
Titel	Differences Between Educable Mental Retardates and Nonretardates in Fluency and Quality of Verbal Associations. Studies in Learning Potential, Volume 3, Number 38.
Quelle	(1972), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Association Measures; Exceptional Child Research; Mental Retardation; Mild Mental Retardation; Responses; Verbal Ability; Verbal Communication; Vocabulary + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geistige Behinderung; Mündliche Leistung; Wortschatz
Abstract	Thirty-two educable mentally retarded (EMR) and 32 nonretarded adolescent Ss were administered an association task and the Peabody Picture Vocabulary Test to determine aspects of verbal deficit, often the basis for placement of EMR students in special classes. The association task required an S to give up to 25 associations for each of 10 verbal stimuli. The associations were scored for quantity and speed of response, and were categorized by a modification of J. Flavell's system for measuring response quality. The two groups differed in vocabulary size, as expected. When the association data was corrected by vocabulary size, relatively few differences between EMR and non-EMR Ss remained. Data showed that the EMR Ss were slower in the first and continuing response(s) to the association stimuli, used fewer logical associations, and used fewer responses with vocational connotations. After adjustment for vocabulary differences in the two groups differed only on five of the 24 measures examined, thus showing comparable associative networks. Other differences demonstrated a specific deficit of EMR Ss in logical connections and in speed of access to the associative net. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01