Abstract
2 procedures, visual cue fading and task complexity, involved in teaching simple auditory discriminations were investigated. 20 severely retarded children were assigned to 1 of 4 treatment groups in a 2 x 2 factorial design. Analysis of variance on the final day’s data indicated differences favoring visual cue fading procedures and indicated that a 2-stimulus task is much more difficult than a 1-stimulus task. Another analysis of variance showed only differences in task difficulty. The need for further investigations into the variables affecting auditory discrimination is indicated.
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This research was supported by a grant from the Michigan Department of Mental Health, Grant No. 103-2200-176.
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Harvey, E., Bornstein, R. The Effects of Visual Cue Fading and Task Complexity On Auditory Discrimination in Severely Retarded Children. Psychol Rec 24, 109–117 (1974). https://doi.org/10.1007/BF03394222
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DOI: https://doi.org/10.1007/BF03394222