Date of Graduation
1996
Document Type
Thesis
Abstract
Tests that are given to help determine the level of functioning of persons with mental retardation often rely on verbal report strategies. Because individuals with mental retardation have difficulty expressing themselves verbally, our knowledge of what they know is limited. In this study adults with mild and moderate mental retardation were administered the similarities section of the Wechsler Adult Intelligence Scale-Revised, a test of verbal responding, and then given the task of responding verbally or visually to stimulus categories, which were presented verbally or visually. All possible combinations of verbal and visual input and output were used in an assessment that featured tester/testee interaction and a range of correct responding based on prototype theory. The purpose of the study was to see how many members and members in prototype order for each of eight natural categories could be generated under each condition. Prototype order norms were established in a study by Rosch (1975). Results of analyses of variance indicated that participants with mild mental retardation significantly outperformed their counterparts with moderate mental retardation in all trials. There was, however, a tendency for improved performance among participants in the moderate group, when they were able to respond with visuals. Additionally, performance on verbal output trials were highly correlated with the results on the WAIS-R. Low correlations with the visual output trials were the result of the improved performances. It may be concluded that innovative assessments, especially those that offer visual responding, may be more revealing.
Recommended Citation
Zeppuhar, Mary Ellen, "Eliciting information about knowledge structures in persons with mild or moderate mental retardation through the use of dynamic assessment and prototype theory." (1996). Graduate Theses, Dissertations, and Problem Reports. 10095.
https://researchrepository.wvu.edu/etd/10095