Thirty-eight mentally retarded children and 44 normal children learned a paired-associate picture list under one of four conditions. Subjects in E
1 group were exposed to the model who learned the same list by means of formulating mediational sentences directly prior to learning by themselves. Subjects in E
2 group were exposed to the model who learned the different list by means of formulating mediational sentences. Subjects in E
3 group were exposed to the model who learned the same list without mediational sentences. Control subjects learned the paired-associate list without observing the model. The results indicated that retarded and normal subjects in E
1 group performed significantly higher than subjects in E
2, E
3, and control groups. The modeling of verbal elaboration was proved.
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