Examines the conceptualization, design and execution of behavioral investigation. Provides students with their first step into the world of research, both as producers and consumers. 320pp.
The purpose of this study was to extend the work of Freston and Drew (1974) which compared the free recall performance of learning disabled children as a function of organization of material and level of difficulty. A quasi-experimental design used 30 subjects classified as learning disabled and 30 normal subjects. For the normal group both material organization and level of difficulty influenced the amount of recall; for the learning disabled group, only level of material difficulty influenced recall. These results substantiate those of Freston and Drew (1974) and lend support to the hypothesis that the learning disabled population is unable to take mnemonic advantage of externally organized material, whether learning disability is defined according to an etiological, medical model or according to an educational, behavioral model as in this study.
The purpose of this study was to investigate the recall performance of learning disabled children as a function of material organization and difficulty. Forty-eight children diagnosed as having learning disabilities were randomly subdivided into two groups receiving either organized or unorganized material. Three levels of material difficulty were used. Results indicated no influence of material organization on subjects' recall performance. Subjects did, however, perform differently as a function of material difficulty. Implications for future research and practice are discussed.
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