Abstract
Verbal reports obtained during the Tower of Hanoi puzzle were analyzed in the line of Culioli’s enunciative operations, cognitively interpreted. It was produced by 20 Mentally Retarded during 6 trials on three consecutive days. For 10 of them, a perturbation occurred at the beginning of the fifth trial. The analysis focused on lexical choices referring to source objects (disks) and to goal objects (pegs) of the puzzle. Simple denominations were differentiated from double ones, and explicit denominations from implicit ones. The denominations were considered as marking, or not, elementary detachments from the object. The results allow to qualify the learning of the Mentally Retarded in terms of elementary processes of internalization, introducing flexibility through the external space. Two kinds of learning, one mechanical, the other strategic were differentiated. The introduction of the perturbation develops the strategic learning, increasing flexibility.
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Metta, S., Caron-Pargue, J. (2011). Dynamic Relations between Naming and Acting in Adult Mental Retardation. In: Hu, B., Liu, J., Chen, L., Zhong, N. (eds) Brain Informatics. BI 2011. Lecture Notes in Computer Science(), vol 6889. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23605-1_8
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DOI: https://doi.org/10.1007/978-3-642-23605-1_8
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