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| Verbal Learning | 5 |
| Mental Retardation | 4 |
| Mild Mental Retardation | 4 |
| Exceptional Child Research | 3 |
| Learning | 3 |
| Paired Associate Learning | 3 |
| Children | 2 |
| Imagery | 2 |
| Training Methods | 2 |
| Adolescents | 1 |
| Black Students | 1 |
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Author
| Taylor, Arthur M. | 5 |
| Whitely, Susan E. | 1 |
| Whitely, Susan Embretson | 1 |
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| Reports - Research | 1 |
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Peer reviewedTaylor, Arthur M.; And Others – Exceptional Children, 1977
Three approaches to vocabulary instruction were developed based on research from the training of verbal elaboration strategies with 107 educable mentally retarded children ages 8-11. (Author/MH)
Descriptors: Educational Strategies, Elementary Education, Instructional Innovation, Learning Processes
Peer reviewedWhitely, Susan Embretson; Taylor, Arthur M. – American Journal of Mental Deficiency, 1973
Descriptors: Exceptional Child Research, Junior High School Students, Mental Retardation, Mild Mental Retardation
Download full textTaylor, Arthur M.; And Others – 1971
Twenty-four educable mentally retarded children (10 to 15 years old) were randomly assigned to one of three treatment conditions (repetition-control, verbal context, and imagery) to determine the effects of elaboration on paired associate (PA) learning. Data from performances on two lists supported the hypothesis that elaboration in the form of…
Descriptors: Adolescents, Children, Exceptional Child Research, Imagery
Taylor, Arthur M.; And Others – 1971
The effects of two types of elaboration training (imagery and sentence generation) on the paired associate learning of 32 educable mentally retarded children (aged 9 to 13 years were compared over two levels of verbalization (none and overt). Each S was first tested on a warmup list, then trained to generate elaborations, and finally given two…
Descriptors: Children, Exceptional Child Research, Imagery, Learning
Whitely, Susan E.; Taylor, Arthur M. – 1971
This study had two major objectives. The first was to determine if the effects of verbalization found by Taylor et al (1971) could be extended to a culturally disadvantaged junior high age population; the second was to determine if the effectiveness of verbalization is situation-specific, restricted to the particular list which is verbalized, or…
Descriptors: Black Students, Junior High Schools, Learning, Lower Class
