Libkuman T M
Am J Ment Defic. 1982 Jul;87(1):80-5.
MA-matched nonretarded and mentally retarded persons were given a verbal-discrimination learning task and an associative matching task. In the verbal-discrimination learning task, word frequency was manipulated by having one-half of the participants in each IQ group pronounce for 20 trials the words that were later used in the verbal-discrimination learning task (i.e., the high-frequency condition). The remaining participants pronounced words that were not a part of the task (i.e., the low-frequency condition). Based on an implication derived from frequency theory, I predicted that retarded persons would be more adversely affected by the high-frequency condition than would nonretarded persons; however, results indicated that both groups were adversely affected. The associative matching task was used to test the incidental learning hypothesis. Results revealed a significant Intelligence X Frequency interaction, which indicated that the retarded group exhibited an incidental learning deficit but only under the high-frequency condition. A possible explanation for this finding was discussed within the context of depth of processing.
对与心理年龄匹配的非智力迟钝者和智力迟钝者进行了言语辨别学习任务和联想匹配任务。在言语辨别学习任务中，通过让每个智商组的一半参与者对后来用于言语辨别学习任务的单词进行20次发音（即高频条件）来操纵词频。其余参与者对不属于该任务的单词进行发音（即低频条件）。基于从频率理论得出的一个推论，我预测智力迟钝者比非智力迟钝者更容易受到高频条件的不利影响；然而，结果表明两组都受到了不利影响。联想匹配任务用于检验附带学习假设。结果显示出显著的智力×频率交互作用，这表明智力迟钝组仅在高频条件下表现出附带学习缺陷。在加工深度的背景下讨论了这一发现的可能解释。
