Effects of Social Reinforcement on the Musical Preference of Mentally Retarded Children

1967 ◽  
Vol 4 (2) ◽  
pp. 57-62 ◽  
Author(s):  
A. L. Steele
Keyword(s):  
Mentally Retarded ◽  
Social Reinforcement ◽  
Musical Preference ◽  
Mentally Retarded Children

Effects of Differential Reinforcement Procedures on Discrimination Learning by Institutionalized Mentally Retarded Children

1973 ◽  
Vol 33 (2) ◽  
pp. 447-450
Author(s):  
John Raymond Blair ◽  
Bruce R. Fox
Keyword(s):  
Discrimination Task ◽  
Differential Reinforcement ◽  
Mentally Retarded ◽  
The Other ◽  
Social Reinforcement ◽  
Contingent Reinforcement ◽  
Token Reinforcement ◽  
Response Contingent ◽  
Mentally Retarded Children ◽  
Reinforcement Procedure

Institutionalized mentally retarded children performed on a two-choice discrimination task under one of 6 conditions of reward (response-contingent consumable, response-contingent nonconsumable, token-consumable, token-nonconsumable, token, social). The results indicated that response-contingent nonconsumable rewards were not more distracting than response-contingent consumable rewards nor was the presentation of material rewards by the token-reinforcement procedure less distracting than the response-contingent reinforcement procedure. Further, social reinforcement was less effective than response-contingent nonconsumable rewards; however, no differences were found between social reinforcement and the other material rewards regardless of reinforcement procedure.

Comparison of Nonretarded and Mentally Retarded Children on Tasks Involving Direct and Rule-Governed Imitation

1976 ◽  
Vol 42 (2) ◽  
pp. 379-386 ◽  
Author(s):  
Kathleen D. Boyce ◽  
Leroy Clinton
Keyword(s):  
Fixed Ratio ◽  
Mentally Retarded ◽  
Imitation Learning ◽  
Social Reinforcement ◽  
Reinforcement Condition ◽  
Main Effect ◽  
Type Interaction ◽  
Mentally Retarded Children ◽  
Intellectual Level

The influence of intellectual level and social reinforcement on imitation learning was examined. Tasks involving direct and rule-governed imitation of a model were presented to 20 mentally retarded and 20 nonretarded children. The children within each group were randomly assigned to either an affective (“good-fine”) or an informative (“correct-right”) social reinforcement condition. Reinforcement, administered on a fixed ratio (FR4) schedule, was contingent on the child's imitative behavior. A multivariate analysis of variance showed that both the Population X Reinforcement Type interaction and the Reinforcement main effect were significant. Univariate follow-up tests showed that only rule-governed imitation contributed significantly to the multivariate effects. Analysis of simple effects indicated that retarded children performed optimally under affective reinforcement, while the nonretarded children performed highest under informative reinforcement.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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