The role of meaningfulness in paired-associate recognition learning of trainable and educable mental retardates and normals

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Karen Lucille Haywood (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Herbert Wells

Abstract: With today's emphasis on education and learning, considerable attention has been turned to the mentally retarded. Although it is well known that the mentally retarded can learn much of the same material as can normal children, it is obvious that their learning does pose a special problem to educators. Factors such as brief attention span, difficulty in formulating relationships, and in learning abstract concepts make it imperative to determine those elements which facilitate the learning process. Meaningfulness is such a factor. The role of meaningfulness in verbal learning has been studied by many experimenters in both education and psychology. Although the preponderance of work centers on the learning of normal Ss, some work has been done with mentally retarded Ss. All reports indicate that normal Ss perform at a superior level. In studying the rate of learning of both mentally retarded and normal Ss, Dunn (1960) concluded that the rate of learning of the mentally retarded cannot be compared with that of normals because of a performance "ceiling" imposed by limited intelligence. Other experimenters found the analysis of the performance of these two groups not to be precluded by a ceiling. Drew (1968) studied the performance of mentally retarded and normal Ss on high- and low levels of meaningfulness in paired-associate (P-A) items.

Additional Information

Language: English
Date: 1972
Meaning (Psychology)
Learning, Psychology of
People with mental disabilities $x Education

Email this document to