Effects of temporal grouping and redundancy level on the paired-associate learning of retarded adolescents and nonretarded children.
Institutionalized adolescents and nonretarded third-grade children were presented with sets of paired associates which differed in redundancy level and temporal grouping. Redundancy level (33 and 50 percent) was embedded in a list of paired associates by varying the number of repetitions in the response terms. The paired associates were presented temporally in blocks of twos (33 percent) or threes (50 percent). One-half of the subjects received the paired associates highly organized; i.e., all response terms of a temporal block were the same. During testing, all stimulus terms were presented simultaneously for the free-ordered recall of the response terms. For both groups, performance was superior following the more highly organized (congruent) presentation, with the performance of the nonretarded subjects exceeding that of the retarded adolescents. Comparisons were made with previous studies in this series.
D000293:Adolescent; D002648:Child; D003463:Cues; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008297:Male; D010153:Paired-Associate Learning