Abstract
The effects of paragraph elaboration on paired associate learning and reversal were investigated in 137 retarded children who were classified as either brain injured or non brain injured. Analyses of the relationship between performance on a six pair list and brain injury classification were significant for acquisition only. The results suggested that the presence or absence of brain injury may have implications for the choice of response measures in studies of language and learning. The results were also related to current questions regarding the interpretation and implications of Luria's theory of mental retardation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 70-76 |
| Number of pages | 7 |
| Journal | American Journal of Mental Deficiency |
| Volume | 78 |
| Issue number | 1 |
| State | Published - 1973 |