Enhancement of Productive Thinking in Institutionalized Mental Retardates. Final Report [electronic resource] / Judith L. Ladner.
The purpose of the study was to evaluate the effectiveness of a supplementary program of 30 lessons to increase the productive thinking abilities (divergent thinking) of educable mentally handicapped students. An experimental group of 30 institutionalized children were given the supplementary lesson...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1971.
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| Subjects: |
MARC
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| 100 | 1 | |a Ladner, Judith L. | |
| 245 | 1 | 0 | |a Enhancement of Productive Thinking in Institutionalized Mental Retardates. Final Report |h [electronic resource] / |c Judith L. Ladner. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1971. | ||
| 300 | |a 135 p. | ||
| 500 | |a ERIC Document Number: ED053503. | ||
| 500 | |a Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OEG-2-700017. |5 ericd. | ||
| 520 | |a The purpose of the study was to evaluate the effectiveness of a supplementary program of 30 lessons to increase the productive thinking abilities (divergent thinking) of educable mentally handicapped students. An experimental group of 30 institutionalized children were given the supplementary lessons at a rate of three per week. The lessons, based on the brainstorming technique, were felt to encourage ideational fluency, familiarity with the principles of change, improved observational ability, increased sensitivity, and originality through improvisation. Significant improvement was noted for all but the factor of figural elaboration. It was concluded that enhancement of creative performance was feasible in institutionalized educable mentally handicapped students. The value of the brainstorming technique (in which the pupils' ideas were allowed to flow freely) as a specific teaching tool was stressed as having future educational program implications. The verbal functioning was found to be improved and the improvement was felt to be a reflection of a transition from convergent to divergent modes of thinking. The 30 lesson plans used in the experiment are included in the appendix. (CD) | ||
| 650 | 0 | 7 | |a Convergent Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Creativity Research. |2 ericd. |
| 650 | 1 | 7 | |a Divergent Thinking. |2 ericd. |
| 650 | 1 | 7 | |a Exceptional Child Research. |2 ericd. |
| 650 | 1 | 7 | |a Institutionalized Persons. |2 ericd. |
| 650 | 1 | 7 | |a Mental Retardation. |2 ericd. |
| 650 | 0 | 7 | |a Mild Mental Retardation. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 710 | 2 | |a Fordham University. | |
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