Verbalization in EMR children's observational learning.

The effect of descriptive verbalization during observation of a model on mentally retarded boys' retention for what they had observed was examined. Forty 9- to 12-year-old boys in public-school EMR classes were grouped on the basis of relatively high or low IQ scores. One-half of each group observed a videotaped model perform a series of novel acts, while in addition to viewing the tape, the other half described the model's actions. Observational learning was immediately tested through a set of prompts for imitation, with prizes offered commensurate with level of performance. Regardless of IQ group, the boys who were required to verbalize the model's behavior were able to imitate it significantly better than boys who merely watched the model; high and low IQ groups did not significantly differ in observational learning. Further directions for research on mentally retarded children's observational learning were suggested.