Abstract
Institutionalized retarded children participated in a follow-up study 13 months after their participation in a behavior modification program. The objective of the original experimental program was to provide training in the acquisition of conceptual and intellectual skills. The program employed the use of modeling, information feedback, and social and material reinforcement. A control condition was evaluated also, in which Ss received 10 h of social interaction but no experimental training. It was found that Ss who participated previously in the experimental program functioned at a high level on the concept attainment task. In addition, the original gains in IQ reported for the Ss in the experimental condition were retained, and the initially severely retarded Ss continued to increase their IQ scores during the 13-month interval.
Article PDF
Similar content being viewed by others
References
Jacobson, L. I., Berger, S. E., Bergman, R. L., Millham, J., & Greeson, L. E. Effects of age, sex, systematic conceptual learning, acquisition of learning sets, and programmed social interaction on the intellectual and conceptual development of preschool children from poverty backgrounds. Child Development, 1971, 42, 1399–1415.
Jacobson, L. I., & Greeson, L. E. Effects of systematic conceptual learning on the intellectual development of preschool children from poverty backgrounds: A follow-up study. Child Development, 1972, 43, 1111–1115.
Jacobson, L. I., Kellogg, R. W., Greeson, L. E., & Bernai, G. Programming the intellectual and conceptual development of retarded children with behavioral techniques. In R. D. Rubin, H. Fensterheim, and L. P. Ullmann (Eds.), Advances in behavior therapy. New York and London: Academic Press, 1973, in press.
Author information
Authors and Affiliations
Additional information
This study was supported by Research Grant NGL 10-007-010 from the National Aeronautics and Space Administration.
Rights and permissions
About this article
Cite this article
Jacobson, L.I., Bernal, G., Greeson, L.E. et al. Intellectual and conceptual acquisition in retarded children: A follow-up study. Bull. Psychon. Soc. 1, 340–342 (1973). https://doi.org/10.3758/BF03334365
Received:
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03334365