Retarded, normal, and superior Ss were compared on their grouping object-level words by criteria at two levels of inclusiveness. With MA held constant, the groups did not differ in level of concept attainment. With CA held constant, the groups did differ: the superior exceeded the retarded and normal; and the normal exceeded the retarded. The groups did not respond differentially to the two levels of inclusiveness; and so, relationships between the groups remained constant at both levels.
Get full access to this article
View all access options for this article.
References
1.
BlakeK. A.WilliamsC. L.Effects of induction and deduction on retarded, normal, and superior subjects' attainment of first-order concepts. Amer. J. ment. Defic., in press.
2.
JenkinsJ. J.Meaningfulness and concepts. In KlausmeierH. J.HarrisC. W. (Eds.), Analysis of concept learning. New York: Academic Press, 1966. Pp. 65–79.
3.
JohnsonG. O.BlakeK. A.Learning performance of retarded and normal children. Syracuse, N. Y.: Syracuse Univer. Press, 1960.
4.
KendlerH. H.Concept of the concept. In MeltonA. W. (Ed.), Categories of human learning. New York: Academic Press, 1964. Pp. 212–236.
5.
LeeperR.Cognitive processes. In StevensS. S. (Ed.), Handbook of experimental psychology. New York: Wiley, 1951. Pp. 730–759.
6.
LindquistE. F.Design and analysis of experiments in psychology and education. New York: Houghton Mifflin, 1953.
7.
LongL.WelchL.Reasoning ability in young children. J. Psychol., 1941, 12, 21–44.
8.
LongL.WelchL.Influence of levels of abstractness on reasoning ability. J. Psychol., 1942, 13, 41–59.
9.
MartinW. E.BlumA.Intertest generalization and learning ability in mentally normal and subnormal children. J. comp. physiol. Psychol., 1961, 54, 28–32.
10.
NeufeldtA. H.Short-term memory in the mentally retarded: an application of the dichotic listening technique. Psychol. Monogr., 1966, 80, No. 12 (Whole No. 620).
11.
O'ConnorN.HermelinB.Some effects of word learning in imbeciles. Lang. & Speech, 1959, 2, 63–71.
12.
O'ConnorN.HermelinB.Speech and thought in severe subnormality. New York: Macmillan, 1963.
13.
OsgoodC. E.Method and theory in experimental psychology. New York: Oxford Univer. Press, 1953.
14.
OslerS. F.FivelM. W.Concept attainment: I. The role of age and intelligence in concept attainment by induction. J. exp. Psychol., 1961, 62, 1–8.
15.
RosenbergS.Problem-solving and conceptual behavior. In EllisN. R. (Ed.), Handbook of mental deficiency. New York: McGraw-Hill, 1963. Pp. 439–462.
16.
SeigelI. E.The attainment of concepts. In HoffmanM. L.HoffmanL. W. (Eds.), Review of child development research. Vol. 1. New York: Russell Sage, 1964. Pp. 209–248.
17.
SpikerC. C.Research methods in children's learning. In MussenP. H. (Ed.), Handbook of research methods in child development. New York: Wiley, 1960. Pp. 374–420.
18.
StephensW. E.Category usage by normal and mentally retarded boys. Child Develpm., 1966, 37, 355–361. (a)
19.
StephensW. E.Category usage of normal and subnormal children on three types of categories. Amer. J. ment. Defic., 1966, 71, 266–273. (b)
