Associative symmetry in the PA learning of retarded and nonrerarded children.
Mentally retarded and nonretarded children learned pairs of pictures in a single-function order (A and B terms of each pair were in the same position throughout) or in a double-function order (all items were re-paired and served as A and B terms). Associative symmetry was demonstrated by all groups when the lists were presented single-function; forward asymmetry was demonstrated when the list was presented double-function. When categorized pairs were presented double-function, items that were correctly associated by category produced symmetry; items that were correctly associated but not by category produced forward asymmetry. The possible influence of single vs. multiple associations on associative symmetry was discussed.
D002648:Child; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007360:Intelligence; D008568:Memory; D011939:Mental Recall; D010153:Paired-Associate Learning; D012193:Reversal Learning