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IMAGERY AND VERBAL MEDIATION IN PAIRED‐ASSOCIATE LEARNING OF EDUCABLE MENTALLY RETARDED ADOLESCENTS
Author(s) -
BURGER AGNES L.,
BLAGKMAN L. S.
Publication year - 1978
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/j.1365-2788.1978.tb00968.x
Subject(s) - citation , psychology , mentally retarded , mediation , psychoanalysis , developmental psychology , library science , sociology , computer science , social science
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.