Abstract
Abstract Three methods of training were used to instruct 26 adolescent control subjects and 21 adolescent aphasic subjects in the completion of two tasks: the tying of a bowline knot and the assembly of a 15‐part torch. Methods of training differed in the degree of abstraction they imposed on the subject. A further eight control and three aphasic subjects received no training for the tasks. In all, eight groups were examined with comparable groups of aphasic and control subjects being trained by one of the three instructional methods, or receiving no training at all. The performance of aphasic subjects was compared with that of the controls and in addition each instructional method was assessed for its effectiveness. Though some results conflicted, there is some evidence to show that the performance of aphasic subjects is significantly below that of the control subjects. Analysis based on instructional method showed the least abstract method (a demonstration) to be most effective in the instruction of aph...
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