Cullinan D
Am J Ment Defic. 1976 Jul;81(1):65-72.
The effect of descriptive verbalization during observation of a model on mentally retarded boys' retention for what they had observed was examined. Forty 9- to 12-year-old boys in public-school EMR classes were grouped on the basis of relatively high or low IQ scores. One-half of each group observed a videotaped model perform a series of novel acts, while in addition to viewing the tape, the other half described the model's actions. Observational learning was immediately tested through a set of prompts for imitation, with prizes offered commensurate with level of performance. Regardless of IQ group, the boys who were required to verbalize the model's behavior were able to imitate it significantly better than boys who merely watched the model; high and low IQ groups did not significantly differ in observational learning. Further directions for research on mentally retarded children's observational learning were suggested.
研究了在观察榜样过程中进行描述性言语表达对智障男孩对所观察内容的记忆保持的影响。公立学校教育可训练智力落后儿童（EMR）班级中的40名9至12岁男孩，根据智商分数相对较高或较低进行分组。每组中的一半观察录像中的榜样执行一系列新奇动作，而另一半除观看录像外，还要描述榜样的行为。通过一组模仿提示立即测试观察学习情况，并根据表现水平提供奖品。无论智商分组如何，被要求描述榜样行为的男孩比仅观看榜样的男孩能更好地模仿；高智商组和低智商组在观察学习方面没有显著差异。文中还提出了关于智障儿童观察学习的进一步研究方向。
