Abstract
This experiment was designed to test the hypothesis that training in perceptual and cognitive shifts would improve the performance of EMR children on flexibility measures and on the Binet and WISC scales. Twenty-eight children received 42 exercises in cognitive flexibility and were compared to a control group that was matched on mental age. Instruction facilitated performance on variables measuring verbal fluency and concept formation; however, significant improvement was generally limited to those variables which shared content with the training exercises.
| Original language | English |
|---|---|
| Pages (from-to) | 455-461 |
| Number of pages | 7 |
| Journal | Journal of School Psychology |
| Volume | 9 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 1 1971 |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
Cite this
Flexibility training with educable retarded children. / McKinney, James D.; Corter, Harold M.
In: Journal of School Psychology, Vol. 9, No. 4, 01.01.1971, p. 455-461.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Flexibility training with educable retarded children
AU - McKinney, James D.
AU - Corter, Harold M.
PY - 1971/1/1
Y1 - 1971/1/1
N2 - This experiment was designed to test the hypothesis that training in perceptual and cognitive shifts would improve the performance of EMR children on flexibility measures and on the Binet and WISC scales. Twenty-eight children received 42 exercises in cognitive flexibility and were compared to a control group that was matched on mental age. Instruction facilitated performance on variables measuring verbal fluency and concept formation; however, significant improvement was generally limited to those variables which shared content with the training exercises.
AB - This experiment was designed to test the hypothesis that training in perceptual and cognitive shifts would improve the performance of EMR children on flexibility measures and on the Binet and WISC scales. Twenty-eight children received 42 exercises in cognitive flexibility and were compared to a control group that was matched on mental age. Instruction facilitated performance on variables measuring verbal fluency and concept formation; however, significant improvement was generally limited to those variables which shared content with the training exercises.
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UR - http://www.scopus.com/inward/citedby.url?scp=49649148229&partnerID=8YFLogxK
U2 - 10.1016/0022-4405(71)90038-0
DO - 10.1016/0022-4405(71)90038-0
M3 - Article
AN - SCOPUS:49649148229
VL - 9
SP - 455
EP - 461
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
IS - 4
ER -