The purpose of this study was to examine the effect of numerical presentation, set language, and distractor position on the problem solving abilities of 24 EMH children. Results suggested that the use of supraordinate set language and the presence of distractors in the subject position of the extraneous information sentence leads to less efficient verbal problem solving. The results were attributed, in part, to the existence of rote computational habits. Implications for educational interventions are suggested.
Get full access to this article
View all access options for this article.
References
1.
CawleyJ. F., & VitelloS. J. (1972). Model for arithmetical programing for handicapped children. Exceptional Children, 39, 101–110.
2.
CruickshankW. M. (1948). Arithmetic ability of mentally retarded children: Ability to differentiate extraneous material from needed arithmetic facts. Journal of Educational Research, 42, 161–170.
3.
EarpN. W. (1970). Procedures for teaching reading in mathematics. Arithmetic Teacher, 17, 575–579.
4.
GoodsteinH. A., BessantH., ThibodeauG., VitelloS., & VlahakosI. (1972). The effect of three variables on the verbal problem solving of educable mentally handicapped children, American Journal of Mental Deficiency, 76, 703–709.
5.
GoodsteinH. A., CawleyJ. F., GordonS., & HelfgottJ. (1971). Verbal problem solving among educable mentally retarded children. American Journal of Mental Deficiency, 76, 238–241.
6.
HelfgottJ., & VorisP. (1972). The effects of training upon verbal problem solving for mentally retarded children. Unpublished manuscript, University of Connecticut.
MeyenE. L., & CarrD. L. (1968). An investigation of teacher perceived instructional problems: Indicators of in-service training needs for teachers of the educable mentally retarded. Washington, D.C.: US Office of EducationProject No. 6-2883.
9.
SchenckW. E. (in press). The effects of pictures and the indefinite quantifier in verbal problem solving among educable mentally retarded children. American Journal of Mental Deficiency.
