Verbalization of appropriate and inappropriate cues in discrimination reversal learning by moderately mentally retarded children.
Effects of verbalization on discrimination reversal learning for moderately mentally retarded children were examined under three training conditions. Predicted results indicated that verbalization of both appropriate and inappropriate cues within relevant dimension significantly facilitated reversal shift performance, as compared to verbalization of only appropriate cues or non-verbalization. Results were interpreted to be due to the fact that verbalization of both appropriate and inappropriate cues actually served to utilize attentional or verbal mediators in terms of combining appropriate with inappropriate cues within relevant stimulus dimension.
Umetani
T
T
Department of Education for Handicapped Children, Chiba University, Japan.
Kitao
S
S
Katada
A
A
D000293:Adolescent; D001288:Attention; D003463:Cues; D004193:Discrimination Learning; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology; D008297:Male; D010364:Pattern Recognition, Visual; D012193:Reversal Learning; D014705:Verbal Behavior