弱智儿童感知动作技能特点的实验研究

本研究以难易程度不同的两个打洞操作作业 ,对弱智儿童和正常儿童的感知 动作技能进行了多种参数的测查。结果发现 :两类儿童在理解操作要点、操作速度、操作动作协调性以及操作正确性等各个方面都有明显的差异。同时通过比较 ,对弱智儿童感知 动作技能的特点 ,从外部肢体动作方式和内部智力动作方式两方面进行了详细的分析 ,并在此基础上对弱智儿童的感知 动作技能的教育与训练提出了建议 ,这对弱智学校改革教学、提高教学质量具有重要意义。     

An analysis of passive memory in normal and mentally retarded persons

The differential short-term retention of normal and mentally retarded persons is often attributed to differences in strategic functioning. There is, however, evidence for memory differences between these groups on tasks which minimize cognitive strategies. Many of the passive memory studies have been plagued with methodological and interpretative difficulties. The present experiment was an attempt to avoid these problems and clarify the possibility of passive memory differences.It was necessary to equate initial learning and control for rehearsal to compare the passive memory of normal and retarded persons across short, rehearsal-free intevals. The retention intervals were filled with a tonal detection task intended to prevent rehearsal.CA matched normal and retarded adolescents were required to recall sequences of consonants after periods of 0,9, and 27 sec. of tonal detection. These subjects also performed the detection task without the recall requirement over the same intervals. Subjects were classified as rehearsers and nonrehearsers, depending upon variations in their tonal detection accuracy, or response times across the two conditions. The main result was that normal and retarded nonrehearsers showed equal forgetting over the retention intervals.     

Recognition memory in mentally retarded persons

The continuous recognition memory of retarded and normal subjects was assessed. The stimuli were magazine pictures, arranged so that lags of up to 250 pictures occured. The overall performance of the retarded subjects was poorer, in terms of hit rate or d′. However, the differences were present at 0 lag and the slopes of the forgetting curves were similar in both groups. It was concluded that differences between these subjects were due to a perception related process and not to memory.     

Vocational counselling of mentally retarded young adults

Vocational counselling was given to a sample of mentally retarded young adults attending an Adult Training Centre. Counselling proved effective in the following areas: the dissemination of occupational information to the trainees; the development of trainees' vocational interests; the encouragement of trainees to express personal preoccupations; and the contribution to trainees' comprehension of the vocational and social aspects of their lives in the training centre. Counselling was too short to succeed in effecting a basic change of attitudes towards work. It is recommended that vocational counselling should be an integral part of any rehabilitation programme for retarded adults.     

Patterns of imitation in mentally retarded children

Abstract.— In this report, the interchange theory of imitation was extended to mentally retarded children. Retardates were expected to observe and copy adults, using external cues and internal controls as aids. In Experiment I external cues were studied. Twenty-four speaking and 24 non-speaking retardates were paired with adults who gave half the children instructions to copy and the other half additional verbal and gestural cues. Non-speaking retardates receiving frequent cues attended and copied better than those getting initial instructions, gestural cues being equally or more effective than verbal ones. Speaking retardates getting repeated cues finished copying sooner than those getting only instructions, verbal and gestural cues being equally effective. In Experiment II internal controls over appropriate imitation were studied. Twenty-two retardates were trained to sit, observe and copy their teachers in a two-month program. Training was evaluated in situations where copying or playing was signalled. Overall, children attended and copied more in the appropriate situation. However, sitting, attention, and copying increased non-specifically in both situations, and initial situational differences in copying were not observed after treatment. The interchange theory was revised, and implications for attention-deficit and verbal self-control theories were discussed. Notions of "generalized imitation" were criticized.     

The role of the clergy in serving the mentally retarded

Conclusion The clergyman, by at times being reflective, supportive, sometimes confrontational, and educative, is uniquely equipped to bring solace and hope to the retarded and their families (to quote Mostrom), recognizing that by providing a ray of hope, a way out, a meaningful answer, he can realistically show both the darkness and light—the truth that this child is also a child of God. In an age in which there is a crisis in moral, ethical, and spiritual values, are not the retarded a magnificent example of ways in which compassion, understanding, and helpfulness can enrich all of our lives? In a letter to me, Mr. Mostrom writes that others can give technical answers, but the clergy can give support essential to the family by walking along side of the retarded and their families, listening, understanding, showing that they care, and so giving strength and encouragement.Charlos C. Borgman, who had been a member of the Board of Trustees, Executive Vice-President, and Treasurer of the Academy of Religion and Mental Health before 1972, became a member of the Board of Directors and Executive Vice-President of the Institutes of Religion and Health after the merging of the Academy into the newly-formed Institutes. His many administrative and advisory services to national and international organizations serving people now include the folowing: American Field Service Scholarships, Inc., Chairman of its International Council; Public Corporation for Mental Health, Special Advisor; Silver Hill Foundation, member of the Board of Managers; the President's Committee on Mental Retardation, Special Advisor.This article is an expansion of an address Mr. Bergman delivered at the Second Pan-American Congress on Mental Retardation held in Panama City, Aust 2 24–29, 1975.     

Visual perseveration in normal and mentally retarded children

Visual perseveration was investigated within mentally retarded and second, fifth, and eighth grade normal children (Ns = 12 each group). Subjects matched an auditorially presented click to the onset and offset of visually presented stimuli. Time differences between visual stimulus offset and the point at which subjects reported simultaneity of the click and visual stimulus offset was assumed to reflect visual perseveration. Results showed: (a) no differences between the normal children as a function of age; (b) no difference between groups for stimuli of 100 msec. or longer duration; and (c) retarded subjects judged stimuli of 20 and 50 msec. to be of shorter duration than did normal subjects. This highly specific distinction between retarded and normal subjects suggests a difference in an early stage of perceptual processing.     

A comprehensive dining program for mentally retarded adults

Twenty-six types of behavior (e.g. uses fork in socially appropriate manner, chews food before swallowing) were treated in a course of independence training, using 80 institutionalized retarded adults (40 experimentals and 40 no-treatment controls). The 3-month long training phase incorporated a number of treatment components including in vivo modeling, peer social reinforcement, self-evaluation and monitoring; then a four-month follow-up. A group (i.e. experimentals and controls) by sex, by time, analysis of variance was computed with repeated measures on the last dimension (pre, post, follow-up measures = time). A significant difference was obtained between the experimentals and controls on post-test and follow-up