20 retarded children (CA 11.7 yr.), matched with 20 normal ones, were assigned to verbal or nonverbal stimulus conditions. Pairs of 8-point random shapes were shown as sryrofoam objects or drawings, d' measures for adjacent positions showed better recall for verbal coding and three-dimensional stimuli. Serial position effects were noted. Coding and dimensionality interacted.
Get full access to this article
View all access options for this article.
References
1.
DevoeG.SternC.Object vs pictures in the instruction of young children. Journal of School Psychology, 1970, 8, 75–81.
2.
GibsonE.Principles of perceptual learning and development. New York: Appleton-Century-Crofts, 1969.
3.
SwansonH.WatsonB.Dimensional salience and short-term memory recognition in mentally retarded children. Perceptual and Motor Skills, 1976, 42, 1163–1166.
4.
VanderplasJ.GarvinE.The association value of random shapes. Journal of Experimental Psychology, 1959, 57, 147–154.
