Twenty mentally retarded children (mean age 10 years) and 40 nonretarded children (grades 2 and 5) learned pairs of pictures in a single-function order (terms of each pair were in the same position throughout) or in a double-function order (all items were re-paired). (Author)

Results of a study comparing the outcome of a reinforcement (do only) procedure with correspondence (say/do) training indicated no apparent differences in generalization between two groups of mentally retarded adults (N=12). Rule-governed behavior, rather than verbal regulation of behavior, may best account for behavior changes seen in…

Effects of verbal concept formation training and stimulus enhancement on verbal abstracting were studied in 48 delinquent, mentally retarded, adolescent boys (age range 15 to 18 years) who resided in a state institution. Two two-word similarities tests were used to measure verbal abstraction in the pretest session. The first condition of stimulus…

Presented are 45 lesson plans for teaching expressive oral language to trainable mentally retarded students. Lessons cover the following major topics: self concept, shape and color, simple protective directions, names of furniture, clothing, and animals and their sounds. Each lesson plan includes a list of materials needed, how to arrange the…

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)

The nature of the modality-specific effects of rehearsal training for serial recall was explored with 96 retarded children and adolescents. (Author)

The transition from preverbal to verbal communication of 13 retarded and nonretarded children was explored in a prospective, longitudinal study. Mental development was tested at ages 13 months and at 2 and 3 years. Results seem to support the postulate of a skill-specific homology in the transition from preverbal to verbal communication.…