Imagery and verbal mediation in paired-associate learning of educable mentally retarded adolescents.
PA learning was investigated among sixty educable mentally retarded adolescents as a function of variations in image-evoking potential of the response members and of instructions to utilise a verbal mediation strategy. The data indicated that performance with verbal mediation instruction surpassed that under non-mediation instruction conditions regardless of imagery level. Results were discussed in terms of Paivio's conceptual peg hypothesis as well as the EMR's deficiency in input organisation.
D000293:Adolescent; D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D007092:Imagination; D008607:Intellectual Disability / Q000523:psychology*; D010153:Paired-Associate Learning; D014706:Verbal Learning; D014796:Visual Perception