RESEARCH PROGRAM ON RETARDED INTELLECTUAL DEVELOPMENT

要求为继续进行全面研究提供支助。 智力障碍儿童的学习及其促进计划 智力迟缓或学习障碍。这样做的根本目的是 研究计划是为了提高我们对正常和迟缓的理解 发展，特别是与学习问题和 认知发育迟缓。关于这个目标，它应该是 注意到这一主题下包括两个部分：社会和 交际过程与知觉和注意过程。这个 这个研究计划背后的基本假设是，作为 作为精神发育迟滞的复杂性应该通过协调一致的 研究工作，涉及几个不同的调查路线，但 专注于与学习及其促进相关的特定问题。 选择进行研究的问题在许多方面都有所不同，包括 (A)轻度至中度功能障碍；(B)基本至适用 考虑因素，(C)相对简单到复杂的行为。一定的 本文件中提出的六个项目都有重要的前提 申请。这些是在调查人员承诺 探索“情境认知”框架的含义，包括 (A)将重点放在被认为至少具有潜在潜力的行为和技能上 可修改，(B)酌情侧重于替代的学习途径 适应生物或环境造成的障碍，(C)a 关注线索(即刺激)在学习中应用的重要性。 其中三个项目侧重于社交或沟通的某些组成部分 发展。这些项目包括促进语言前语言能力的项目 发展，通过父母促进早期语言发展-- 基础干预、社会参照的发展和社会干预 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。这些措施包括 一种利用视盘技术的教学方法研究 高危青年学生理解力和决策力的习得 技能，对不同视觉呈现格式的影响的研究 辨别性学习与轻度智障儿童能力的研究 个体对某些类别的刺激的感知具有鲜明的 属性。

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.