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Abstract

This paper addresses the issue of the development of object concepts by severely handicapped children. Our specific concern has been with the development of a child's ability to respond similarly to members of the same category—that is, to form generalized concepts. A strategy was designed to increase the probability that students would form generalized concepts. It was based on the results of research undertaken within the framework of the best-example theory of categorization. As predicted by this theory, teaching with good (representative) exemplars resulted in generalization above chance levels, while teaching with both good and poor (nonrepresentative) exemplars did not lead to generalization above chance levels. In addition, the use of three good exemplars in teaching resulted in significantly more accurate generalization than the use of only one good exemplar. Based on these results, modifications of currently used strategies for promoting generalization are suggested, and implications for the preparation of educational programs by teachers are presented.

Keywords

mentally retarded severely handicapped generalization categorization concept learning communication training

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Development of Generalized Concepts by Severely Handicapped Students

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