Transfer of categorial clustering set in mildly retarded adolescents.
The relative effectiveness of instructions to adopt an organizational strategy vs. exposure to category labels was investigated. Twenty-four retarded adolescents were assigned to each of three conditions (blocking plus instructions, blocking plus labels, and blocking) for pretraining and training. Immediately after training, all subjects received a transfer task consisting of a new randomly organized list containing words from the same (training) categories for one-half of the subjects and from different categories for the other half. When exposure to category labels accompanied blocking, results indicated increased clustering and recall during the training phase and a trend toward increased clustering during the transfer phase.
D000293:Adolescent; D001245:Association Learning; D002648:Child; D003463:Cues; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D007257:Information Theory; D007360:Intelligence; D007858:Learning; D008297:Male; D011939:Mental Recall; D014163:Transfer, Psychology