The relationship between intentional learning, incidental learning, and type of reward in preschool, educable, mental retardates.

Abstract

Ross, DOROTHEA. The Relationship between Intentional Learning, Incidental Learning, and Type of Reward in Preschool, Educable, Mental Retardates. CHILD DEVELOPMENT, 1970, 41, 1151-1158. The effect of type of reward (tangible, praise, and neutral comment) for intentional learning on the incidental learning of young, educable, retarded children (N:= 36) in social game situations was studied in a Type II incidental learning paradigm. Modeling procedures were used to teach the intentional cues (rules of the game) and to demonstrate the incidental cues (player mannerisms). The results support an inverse relation between motivational level and incidental learning. The Ss who were rewarded either tangibly or with praise learned more of the intentional and less of the incidental cues than Ss who were exposed to neutral comments.