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Biomedical subjects

F Lamberts

Publications and source records attributed to F Lamberts.

5 recordsLinked to original sources
PubMed1981

Sign and symbol in children's processing of familiar auditory stimuli.

The perceptual-linguistic stimulus distinction for auditory stimuli was examined. In Study 1, stimulus recognition was tested, and serial recall was tested in Study 2. Stimuli were sounds (perceptual condition) and the corresponding words (linguistic condition) for 49 familiar events, in within-subjects designs. Subjects were 3- through 5-year-old nonretarded children and moderately and severely mentally retarded public-school students. Results revealed a strong main effect of developmental age for both stimulus conditions and IQ. Retarded and nonretarded students performed similarly on auditory-perceptual stimuli. Nonretarded students performed significantly better than did retarded students on auditory-linguistic stimuli. The assumption of a developmental relationship in which younger children would perform better on perceptual and older children on linguistic stimuli was not confirmed. Limitations of the recall-test procedure were discussed. A hypothesis for the relationship of auditory-perceptual stimulus recognition to language learning of retarded people was presented. The importance of studying retarded persons' cognitive processes in mediation systems other than the verbal was emphasized.

Adolescent↗
PubMed1979

Errorless discrimination and picture fading as techniques for teaching sight words to TMR students.

The effectiveness of two approaches for teaching beginning sight words to 30 TMR students was compared. In Dorry and Zeaman's picture-fading technique, words are taught through association with pictures that are faded out over a series of trials, while in the Edmark program errorless-discrimination technique, words are taught through shaped sequences of visual and auditory--visual matching-to-sample, with the target word first appearing alone and eventually appearing with orthographically similar words. Students were instructed on two lists of 10 words each, one list in the picture-fading and one in the discrimination method, in a double counter-balanced, repeated-measures design. Covariance analysis on three measures (word identification, word recognition, and picture--word matching) showed highly significant differences between the two methods. Students' performance was better after instruction with the errorless-discrimination method than after instruction with the picture-fading method. The findings on picture fading were interpreted as indicating a possible failure of the shifting of control from picture to printed word that earlier researchers have hypothesized as occurring.

Child↗
PubMed1976

TMR children's competence in processing negation.

Previous researchers have suggested that TMR children lack the competence to process negation. Questions about the appropriateness of using reversible sentences to test comprehension and observations on TMR children's imitative processing of simple affirmative and negative sentences led to an experimental reexamination of the earlier findings. Institutionalized students ranging in age from 10 to 21 years with a mean IQ of 30 were asked to evaluate 16 picture pairs, 8 each for nonreversible and reversible sentences. Nonreversible sentences, both positive and negative, were interpreted correctly more often than reversible sentences. There was a significant correlation between comprehension and mental age. The results were interpreted as substantiating the adverse effect of sentence reversibility on comprehension and as evidence for the position that retarded children develop basic grammatical structures including negation at a relatively late age, but in normal interrelationship and sequence with other language and cognitive abilities.

Adolescent↗