RESUMO
Seventy severely retarded adults were taught a vocational assembly-skill task involving a difficult visual--motor discrimination. Comparisons of relative effects on trials-to-criterion were made among two types of verbal-correction procedures (general: "try another way" and specific: "flat side in") and three types of systematic physical-correction procedures (gesture, physical prompt, and repeated practice). Reliable differences in effects occurred only between the three systematic physical-correction procedures, with repeated practice the most effective, physical prompts next, and gestures the least effective. The results were interpreted as demonstrating the efficacy of trainer-related training procedures in relation to stimulus-related strategies, as well as relative efficacy among trainer-related correction procedures.
Assuntos
Aprendizagem por Discriminação , Deficiência Intelectual/reabilitação , Inteligência , Reabilitação Vocacional/métodos , Adolescente , Adulto , Sinais (Psicologia) , Humanos , Comportamento Imitativo , Pessoa de Meia-Idade , Destreza Motora , Prática Psicológica , Ensino/métodos , Percepção VisualRESUMO
The information-processing performance of 12 retarded and 12 nonretarded adolescents was compared. Using reaction time keys each subject classified color words, secondary color words, non-color words, non-sense syllables, and stick figures according to the color of ink in which each stimulus was presented. Reaction time of the nonretarded subjects was significantly faster than that of retarded subjects; color words and secondary color words significantly interfered with processing performance as measured by correct reaction time. The results indicate that the Stroop task interferes with response initiation rather than memory retrieval and that the locus of interference for retarded and nonretarded subjects is equivalent.
