An attempt was made to examine the differential effects of visual-cognitive type feedback on the acquisition of word-object association behavior in a sample of 12 trainable retarded children. It was hypothesized that word feedback would be the more effective method in acquiring associative behaviors. Word and object replica feedback were manipulated. It was found that while both forms of feedback facilitated associative behavior, there was a strong tendency for word feedback to be superior. The difference, however, was not of statistical significance. Clinical evidence supporting the hypothesis was considered.
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