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Information-processing correlates of computer-assisted word learning by mentally retarded students.
American Journal of Mental Deficiency
|May 1, 1987
Summary
Computer-assisted word learning in students with intellectual disabilities was studied. Simple learning, stimulus discrimination, and probed recall abilities significantly predicted word learning success.
Area of Science:
- Cognitive Psychology
- Special Education
Background:
- Intellectual disabilities can impact learning processes.
- Computer-assisted instruction (CAI) is a tool used to support education for students with disabilities.
Purpose of the Study:
- To identify information-processing correlates of computer-assisted word learning.
- To understand cognitive abilities that predict success in CAI for students with intellectual disabilities.
Main Methods:
- Nineteen students with moderate to severe intellectual disabilities participated.
- Subjects underwent 10 computer-assisted instruction sessions.
- Cognitive tasks assessed simple learning, choice reaction time, relearning, probed recall, stimulus discrimination, tachistoscopic threshold, and recognition memory.
Main Results:
- Stimulus discrimination, probed recall, and simple learning showed significant relationships with word learning outcomes.
- These cognitive abilities were key predictors of success in the computer-assisted word learning tasks.
Conclusions:
- Cognitive abilities like stimulus discrimination, probed recall, and simple learning are crucial for computer-assisted word learning in students with intellectual disabilities.
- Educational interventions should be tailored to individual cognitive strengths and weaknesses to optimize learning outcomes.