Effects of Modification of Conceptual Tempo on Acquisition of Work Skills

Abstract

This study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents receiving training in a work preparation centre (N, 41). On the basis of performance on Kagan's Matching Familiar Figures Test the group was divided into two subgroups, reflective, impulsive and then further divided through random allocation to control and experimental conditions. The two experimental groups received a training program designed to promote self-generation of strategies, using self-verbalization to induce a more reflective approach. The control groups received the normal training program of the centre. The criterion measure taken at pre- and posttest was a collation task standardized so as to provoke response uncertainty. Analysis of residual gain scores derived from the two testing occasions indicated that the experimental groups improved significantly more than the controls and that the improvement generalized to their performance on the Porteus Maze and Matching Familiar Figures Test. Contrary to expectation, however, the effect of training did not bring about significant differential improvement for impulsive as against reflective subjects. Both benefited from the training. On the basis of delayed posttests, no generalization was apparent.