Elaborative training effects on creativity and paired-associate learning in institutionalized mentally retarded.

Bibliographic Details
Main Author:	Glenn, Robert Carson
Other Authors:	Barker, D. G. (degree committee member.), Leunes, Arnold (degree committee member.), Nash, William (degree committee member.)
Format:	Thesis Book
Language:	English
Published:	1981.
Subjects:	Paired-association learning. People with mental disabilities > Education. Transfer of training. Educational Psychology. Academic theses.
Online Access:	Link to ProQuest Copy Link to OAKTrust copy

Description
Abstract:	Verbal learning and creativity research appear to be independently investigating the same phenomena (i.e., effect of elaborative training strategies) among mentally retarded. A literature review revealed: (1)Only one study which made citations from both areas; (2)Duplication of MR creativity research efforts; (3)Any training to improve creativity yields positive results; (4)Elaboration skills are differentially affected by treatment paradigms; and (5)Extensive research concerning elaboration effects in verbal learning yielded a lengthy list of techniques effective in promoting verbal learning and strategy maintenance. This study investigated the relationship between training in elaboration modeled after verbal learning methodology and subjects' performance on both a P-A task and the TTCT (Figural, Form B) elaboration factor. Further, the study investigated the relationship between elaborative training treatments on generalization of the strategy to a near task (similar to training stimuli) and a far task (substantially different from training stimuli but still involving the same concepts). Also of concern was the amount of strategy maintenance.
Item Description:	"Major subject: Educational Psychology." Typescript (photocopy). Vita.
Physical Description:	xiii, 206 leaves : illustrations, form ; 29 cm
Bibliography:	Includes bibliographical references (leaves 64-70).