The effects of three elaboration structures (compound sentences, complex sentences, and paragraphs) on the paired associate learning and reversal of thirty 8 to 10 year old nonretarded and thirty 8 to 10 year old EMR children were investigated. Analyses of trials to criterion, first trial errors, and reversal errors did not reveal any differences in the effects of the 3 elaboration structures. Results of the present study indicate that given constant meaning and relational factors, some forms of surface structure differences (compound sentence vs. complex sentence vs. paragraph) are not significant in determining a child's ability to understand an elaboration or to use it in a learning situation. There was no population difference found in the analysis of first trial errors, although small significant differences between the nonretarded and EMR children were found in the analysis of trials to criterion and reversal performance.
|Original language||English (US)|
|Number of pages||8|
|Journal||American Journal of Mental Deficiency|
|State||Published - Dec 1 1975|