Abstract:
The effects of white noise and diagnostic classification on intentional and incidental learning of mental retardates was examined. In Experiment 1, 21 brain-damaged and 21 non-brain-damaged retardates performed a simple learning task which involved both incidental and intentional stimuli, under three noise levels, quiet 65dB and 80dB. Incidental and intentional learning decreased for both groups under noise conditions. Results were interpreted as indicating a "dual processing" of both incidental and intentional stimuli which resulted in their impairment under noise conditions. In Experiment 2 the nature of the stimulus arrangement was such as to make this dual processing difficult. Noise stimulation in this case decreased incidental learning while significantly increasing intentional learning. The differences found between the two diagnostic groups in this experiment were discussed in terms of arousal theory.
