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 language||English (US)|
|Number of pages||11|
|Journal||American Journal on Mental Retardation|
|State||Published - 1988|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Health Professions(all)