Modeling and mental imagery use by multiply handicapped and learning disabled preschool children

✍ Scribed by Larry E. Greeson

• Publisher: John Wiley and Sons
• Year: 1986
• Tongue: English
• Weight: 375 KB
• Volume: 23
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/1520-6807(198601)23:1<82::aid-pits2310230113>3.0.co;2-0

✦ Synopsis

Multiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task-related effects of modeling-based mental imagery training experiences. A modified single-subject multiple-baseline design was employed with alternating baseline and treatment sessions occurring for tasks involving uncategorized recall, categorized recall, and paired associates learning. Facilitative effects of modeling were found to occur for all learning tasks. Facilitation of learning was most apparent for associative learning and with learning disabled subjects. The findings are discussed in terms of the viability of instructional modeling and mental imagery processes as factors in the education of children with problems in learning, language, and cognition.