Self-regulation in retarded persons: acquisition of standards for performance

Abstract

Twenty-four TMR children (mean IQ = 40.1, mean MA = 46.4 months) were divided into three groups equated by stratified assignment on IQ, MA, and CA. One group was then randomly assigned to each treatment condition: (a) Training 1 (live/film), (b) Training 2 (film/live), and (c) control. In the first phase of the study, both training groups watched five clown models set their standard at 6 on a bowling game. Subsequent standards set by the training and control groups indicated that these retarded children did base their standards on the models' standards (i.e., social referent). A training program including both live and filmed demonstrations was developed in order to teach the children a concept (i.e., "between") that would allow them to set their standards based on their own past performance. We found that both training groups acquired, retained, and generalized the concept as evidenced by the standards they set.