Abstract:
This study investigated the effects of modeling behaviors and verbal cues on retardate learning. Subjects were required to complete nine performance items after receiving one of four treatments: observing a model and receiving verbal cues, receiving only verbal cues, observing the model only, or neither observing the model nor receiving cues (control group). The methods employed were essentially identical with the methods employed by Forehand and Yoder (1972) with the exception of an additional treatment group (verbal cue only). Subjects' ages and I.Q.s also differed in that the subjects for this study were adults who possessed I.Q.s ranging from 35 to 67, whereas Forehand and Yoder's subjects were children with I.Q.s ranging from 50 to 80. The results yielded no significant differences in the number of errors in performance or in the time required to complete the items.The correlation between errors in performance and task completion time did not reach significance. The results were discussed in conjunction with the work of Forehand and Yoder and a hypothesis relating I.Q. level to information utilization was proposed.