The educational relevance of a nonverbal procedure for assessing learning potential in educable mentally handicapped persons was tested with a classroom laboratory science program in electricity. (Author)

A battery of immediate memory tests was given to eight mentally retarded Down's Syndrome Ss, eight controls matched on chronological age (CA), and eight controls matched on mental age (MA). All Ss were required to identify both receptively and expressively 24 items from the Peabody Picture Vocabulary Test. There was no significant difference…

Evaluated were variables effecting the differential performance of 627 educable mentally retarded Ss (mean age 14.5 years) on a test-train-retest task designed to measure learning potential. Family, social, health, schooling, and testing data were collected for the Ss of which 75% were students in public school special classes and 25% were…

The effects of prompting and confirmation on automated presentation of materials in discrimination learning were studied. Eight pairs of words or pictures were presented to 48 mentally retarded subjects (mean IQ 63, mean chronological age 163.4 months, mean mental age 103.3 months). Each subject's correct responses advanced the program and, in the…

To test the hypothesis that the amount learned from a manipulative, nonverbal oriented unit on electricity would be better predicted by a learning potential assessment procedure than from an IQ based classification (educable mentally retarded status), an EMR group and a regular class non EMR group were both exposed to the unit; untaught EMRs…

In order to determine the differential ability of mildly retarded school children to profit from coaching on non-verbal, non-academic reasoning problems and to study their problem solving and conceptual behavior, the Raven Coloured Progressive Matrices Test was given to 72 educable students (IQ 55 to 80) in socioeconomically homogeneous suburban…