Abstract
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) |
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Pages (from-to) | 461-471 |
Number of pages | 11 |
Journal | American Journal on Mental Retardation |
Volume | 92 |
Issue number | 5 |
State | Published - 1988 |
ASJC Scopus subject areas
- Education
- Rehabilitation
- Developmental and Educational Psychology
- Health Professions(all)