The paired-associate learning by educable mental retardates as a function of perceptual ability (Bender-Gestalt) and stimulus identifiability was examined. Ss of high and low perceptual ability learned a paired-associate task employing stimuli which were hard and easy to identify. Control groups were CA-matched normals and MA-matched normals. The results suggest that performances of retardates of high and low perceptual ability do not differ when easily identified stimuli are used but do when stimuli are difficult to identify.
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