Conners F A
Case Western Reserve University.
Am J Ment Retard. 1990 Jan;94(4):387-97.
In previous research, tasks involving stimulus discrimination and simple learning were related to computer-assisted sight-word learning by moderately retarded adolescents (Conners & Detterman, 1987). The authors suggested that if these abilities interacted with specific instructional variables to determine word learning, such interactions might be useful in designing individualized computer-assisted instruction for mentally retarded students. In the present study interactions of these two abilities with two specific instructional variables were investigated. An interaction was found between stimulus discrimination and the number of words presented at one time for learning. Results were interpreted within Anderson's (1982) model of declarative and procedural knowledge.
在先前的研究中，涉及刺激辨别和简单学习的任务与中度智力迟钝青少年的计算机辅助视觉单词学习有关（康纳斯和德特曼，1987）。作者认为，如果这些能力与特定的教学变量相互作用以决定单词学习，那么这种相互作用可能有助于为智障学生设计个性化的计算机辅助教学。在本研究中，对这两种能力与两个特定教学变量之间的相互作用进行了调查。研究发现刺激辨别与一次呈现用于学习的单词数量之间存在相互作用。研究结果在安德森（1982）的陈述性和程序性知识模型中得到了解释。
