Number-comparison learning by children classified as mentally retarded

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A training experiment was undertaken to determine whether children classified as mentally retarded could learn a general magnitude-comparison rule ('The number that comes after another in the number sequence is more than the preceding number'). After a pretest, 22 subjects were randomly assigned to an experimental or a control trainig group. On both immediate and delayed posttests, the experimental subjects significantly outperformed control children on trained number pairs. A modest amount of transfer was also evident. The results suggest that a counting-based approach that utilizes rule rehearsal can help children classified as mentally retarded to use their representation of the number sequence to make mental magnitude comparisons.

Original languageEnglish (US)
Pages (from-to)461-471
Number of pages11
JournalAmerican Journal on Mental Retardation
Issue number5
StatePublished - 1988

ASJC Scopus subject areas

  • Education
  • Rehabilitation
  • Developmental and Educational Psychology
  • Health Professions(all)


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