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Biomedical subjects

L M Glidden

Publications and source records attributed to L M Glidden.

10 recordsLinked to original sources
PubMed1989

Longitudinal comparisons of families who have adopted children with mental retardation.

Families with adopted mentally retarded children were contacted 3 years after original study to assess longer term adjustment. Data from 80% of the original sample indicated continued good family adjustment on a number of measures, including the Holroyd Questionnaire on Resources and Stress. Only 2 of 44 children were no longer living with their adoptive/foster parents for reasons related to adjustment difficulties. In contrast, 12 of the families had adopted or were fostering additional children, 11 of whom had handicapping conditions. These data indicate a positive prognosis for adoption as a desirable option for the rearing of children with mental retardation.

Adolescent↗
PubMed1979

Imitation in EMR boys: model competency and age.

The effects of model age and competence on the imitation behavior of 80 EMR boys were investigated. Subjects viewed a videotape in which either an adult or a peer performed a motor task with either high or low competence. In addition, the models engaged in four different kinds of off-task social behavior. The results indicated that the boys imitated the off-task social behavior emitted by high-competent and peer models more than low-competent and adult models. In addition, high-competent models were imitated more than were low-competent models on the motor-skill task, but no significant age effect was found. The efficacy of modeling as an instructional strategy was discussed, and we concluded that EMR boys should be exposed to competent models, especially peers, who emit a repertoire of adaptive behavior.

Age Factors↗
PubMed1979

Extended recency effect extended: blocking, presentation mode, and retention interval.

The effect of blocking of stimulus items on the free recall of EMR adolescents was examined. In Experiment 1 a multitrial free-recall list of 15 pictures was presented either simultaneously in groups of 3, or sequentially, one at a time. Consistent ordering was used in both conditions, so that on each trial, each item in each set of 3 pictures was presented contiguously with the other 2 items from that set. In addition, recall came immediately or after a filled or unfilled delay of 24.5 seconds. Results showed that simultaneous presentation led to higher recall, subjective organization, and clustering than did sequential presentation, but analysis of serial-position curves showed a much reduced extended recency effect in comparison with previous studies. Experiment 2 was designed to determine whether the cause of the reduced extended recency was the use of pictures rather than words as stimuli. Stimuli were presented either as pictures, as pictures with auditory labels, or as words with auditory labels, with both simultaneous and consistent ordering for all conditions. Results indicated a strong extended recency effect for all groups, eliminating presentation mode as a causal factor in the data of Experiment 1. We concluded that blocking leads to increased organization and recall over a variety of presentation modes, rates, and block sizes.

Adolescent↗
PubMed1979

Establishing equivalence of different list conditions.

Experimental designs frequently involve different lists across conditions, resulting in a treatment-list confounding. If treatment effects are obtained, it is then impossible to assess the contribution of list characteristics to this effect. A simple technique was presented whereby experimenters who must use different lists for different experimental treatments can postexperimentally establish equivalence of list difficulty. The technique involves inclusion of one or more constant words across lists. Data from a previously published experiment (Glidden, 1977) were analyzed according to this technique. Results indicated that the effect obtained was not an artifact of differential list difficulty.

Humans↗
PubMed1977

Sentence mediation and stimulus blocking in free recall.

In a two-phasing training study, EMR adolescents were initially provided with sentences linking each pair of 2 words in a 20-word list to be free recalled. In a second phase, subjects were required to create and verbalize their own sentences. This sentence-mediation condition was compared with (a) one in which items were presented in the same fixed pairs from trial-to-trial, but without sentences and (b) a group that received items in changing pairs. Results indicated superiority of both sentence-mediation and fixed-pairs treatments in comparison to the changing-pairs condition on both correct recall and subjective organization. Sentences did not facilitate recall more than did consistent ordering. The results were discussed in the context of the growing evidence that providing input structure can remediate organization deficits in retarded persons.

Adolescent↗
PubMed1977

Stimulus relations, blocking, and sorting in the free recall and organization of EMR adolescents.

Educable mentally retarded adolescents received a list of either clusterable or unrelated words according to one of three presentation methods. In blocked groups, words were presented both spatially blocked in fours and consistently ordered from trial-to-trial. In sorting groups, subjects were required to group the stimuli themselves into four groups of four. Subjects in the blocked-random conditions received the items spatially grouped in fours, but they were not consistently ordered; i.e., the groupings changed from trial-to-trial. Results indicated that clusterable items were recalled better than unrelated items and that both consistent blocking and sorting produced better recall than did the blocked-random treatment. The data for organizational measures generally parallel those for correct recall. The results were discussed in terms of appropriate techniques for remediating input organizational deficits.

Adolescent↗
PubMed1976

Blocking of stimuli and the free recall and subjective organization of EMR adolescents.

Number of unrelated stimulus items presented consistently and spatially grouped (1, 3, or 5) was studied in a multitrial free recall experiment with EMR adolescents. This blocking was effective in (a) improving recall from recently presented items, (b) increasing subjective organization, and (c) leading to the formation of stable clusterable output groups. Some evidence suggested that overall recall also increased as a result of the consistent and simultaneous presentation. Discussion of the results emphasized that for a retarded population the relationship between organization and recall may not be strong unless intensive strategy training is employed.

Adolescent↗