| Abstract: | Investigated how 60 learning disabled (LD] aged 12 yrs to 14 yrs 5 mo) and 20 age-matched nondisabled (NLD) Ss would transfer the use of 4 study rules from instructed materials (pictures) to a prose recall task. Four phases spread over a 3-wk period were involved: pretest, informational phase (2 lessons), individualized training (3 lessons), and posttest. Results show that LDs performed poorly relative to NLD peers at pretest on categorical picture and prose recall tasks. 20 LD Ss who received rule-only instruction and 20 LD Ss who received rule-plus-prose examples instruction surpassed 20 LD Ss in the control condition at posttest on the picture task in rule use and in recall. On the prose task, a majority of the instructed LD Ss demonstrated transfer of the instructed rules. As a group, the instructed LD Ss no longer differed observably from NLD Ss in recall or in the strategies they employed to study and to retrieve. The clinical view that LD Ss are characterized by a failure to generalize was not supported by these findings. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
