Verbal labelling and learning strategies in normal and severely subnormal children

Abstract

The effects of verbal labelling of colours in a simple colour sorting task were examined in an experiment in which the subjects were severely subnormal and normal children of equivalent mental age levels. It was found that the effects of verbal labelling are relatively specific with severely subnormal subjects in comparison to their normal controls. It was also shown that this effect can be explained in terms of the relative independence with which the two responses in a sorting discrimination are learned by severely subnormal subjects both with and without verbalization.