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Abstract

Using two different procedures, two concepts, parallel and diameter, were taught to mentally retarded (EMR) and nonretarded (NMR) third graders. Through the use of computer-programmed television displays, stimuli were continuously converted (CC) either into concept examples (S+) or concept nonexamples (S-) that demonstrated the range of S+ and S-. In another procedure using the same training stimuli, examples were not continuously converted (NC); each stimulus (S+ or S-) was withdrawn from view and replaced, after a brief delay, by another one The EMR students learned parallel faster under CC than NC presentation procedures, though there were no differences in acquisition for the NMR students. Concept acquisition for parallel was faster for both the EMR and the NMR students under CC compared to NC procedures. Generalization of training effects to novel examples of parallel was better after CC training.

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Acquisition of Basic Concepts by Mentally Retarded and Nonretarded Children through Video-Presented,Stimulus Conversion Procedures

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