Document Type

Thesis

Date of Degree Completion

Summer 1972

Degree Name

Master of Science (MS)

Department

Psychology

Committee Chair

Donald E. Guy

Second Committee Member

James G. Green

Third Committee Member

Larry M. Sparks

Abstract

Retarded children of two intellectual levels were assigned to reversal (R) or nonreversal (NR) shifts in a concept learning task. High children had previous practice with the stimulus attributes while the low children did not. The effects of overtraining on the original problem led to more rapid R solutions for both groups while overtraining prior to the NR shift yielded equal levels of performance for both groups of children.

Results were interpreted within the framework of mediation theory.

Included in

Psychology Commons

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