RESEARCH PROGRAM ON RETARDED INTELLECTUAL DEVELOPMENT

请求为继续进行全面研究提供支助 心理障碍儿童的学习和促进方案 智力迟钝或学习障碍。 其基本目标是 研究计划是为了提高我们对正常和弱智的理解 发展，特别是与学习问题有关的因素， 认知发育迟缓 关于这个目标，应该是 注意到这一主题下有两个部分： 交际过程与知觉和注意过程。 的 这项研究计划的基本假设是， 复杂的精神发育迟滞应该由一个协调的 研究工作，涉及几个不同的调查线，但 侧重于与学习及其促进有关的具体问题。 选择研究的问题沿着许多方面不同，包括 (a)轻度至中度功能障碍，（B）基础至应用 （3）相对简单的行为。 某些 本报告中提出的六个项目都有重要的假设。 应用程序. 这是因为调查人员承诺， 探索“情境认知”框架的含义，包括 (a)一个专注于行为和技能假设至少是潜在的 可修改的，（B）酌情侧重于替代学习途径 对生物或环境造成的障碍的适应，（c）a 关注线索的重要性（即，（二）学习中的利用。 其中三个项目侧重于社会或通信的某些组成部分 发展 这些项目包括促进语言前 发展，通过父母促进早期语言发展， 基于干预，社会参考的发展，和社会 对早期母婴二元互动的影响。 三个项目 研究知觉或关系学习过程。 这些包括 研究一种利用录像光盘技术的教学方法， 青少年问题学生理解与决策能力的获得 技能，研究不同的视觉呈现格式的影响， 辨别学习和轻度弱智儿童能力的研究 个人感知某些类别的刺激与独特的 美德.先知-愿

Support is requested for the continuation of a comprehensive research program on learning and its facilitation in children with mental retardation or learning handicaps. The fundamental objective of this research program is to improve our understanding of normal and retarded development, particularly those factors related to learning problems and delayed cognitive development. With respect to this goal, it should be noted that two sections are subsumed under the theme: Social and Communicative Processes and Perceptual and Attentional Processes. The basic assumption underlying this program of research is that a problem as complex as mental retardation should be approached by a coordinated research effort, involving several different lines of investigation, but focusing on particular problems related to learning and its facilitation. The problems selected for study vary along a number of dimensions including (a) mild to moderate functional impairments, (b) basic to applied considerations, (c) relatively simple to complex behaviors. Certain important presuppositions are shared by the six projects proposed in this application. These follow from a commitment of the investigators to explore the implications of a "situated cognition" framework and include (a) a focus on behaviors and skills assumed to be at least potentially modifiable, (b) a focus on alternative pathways to learning as appropriate adaptations to biologically or environmentally induced handicaps, (c) a focus on the importance of cue (i.e., stimulus) utilization in learning. Three of the projects focus on some component of social or communication development. These include projects on the facilitation of prelinguistic development, the facilitation of early language development through parent- based intervention, the development of social referencing, nd social influences on early mother/infant dyadic interaction. Three projects investigate perceptual or relational learning processes. These include studies of an instructional approach that utilizes videodisc technology on young at-risk students' acquisition of comprehension and decision-making skills, studies of the effects of varying visual presentation formats in discrimination learning, and studies on the abilities of mildly retarded individuals to perceive certain classes of stimuli with distinctive attributes.