Abstract
Increased attention has recently been directed toward research on motor activity levels of mentally retarded children. Very high rates, as well as very low rates, are observed more frequently in mentally retarded populations than in nonretarded populations. The effects on activity levels of external stimuli, such as noise and light, have created interest in researchers for some time. Sixty-nine retarded children were classified according to activity rates and presented two learning tasks under four conditions: (a) quiet unstimulated; (b) noise and light stimuli; (c) pretest exercise; (d) pretest exercise, noise and light stimuli. Analysis indicated that the lower the intelligence the higher the activity level. High-active subjects had a decrease in learning performance in condition b and condition d. Low-active subjects remained low-active for all conditions and high-active subjects remained high-active for all conditions. Lower learning performance was observed for high-active subjects over all experimental conditions.
| Original language | English |
|---|---|
| Pages (from-to) | 265-269 |
| Number of pages | 5 |
| Journal | Research Quarterly of the American Alliance for Health, Physical Education and Recreation |
| Volume | 48 |
| Issue number | 2 |
| DOIs | |
| State | Published - May 1977 |
| Externally published | Yes |
Bibliographical note
Funding Information:1n creased attention has recently been directed toward research on motor activity levels of mentally retarded children. Very high rates, as well as very low rates, are observed more frequently in mentally retarded populations than in nonretarded populations (3). Several comprehensive reviews of research have been William C. Chasey is senior research scientist in the Department of Human Kinetics and Leisure Studies, George Washington University, Washington, DC 20052. H. Carl Haywood is professor of psychology and director of the John F. Kennedy Center for Research on Education and Human Development, and David Tzuriel is a graduate research assistant in the Department of Psychology, both at George Peabody College, Nashville, T N 37203. This investigation was supported by the Joseph P. Kennedy, Jr. Foundation.