Training Cognitive Strategies in the Mildly Retarded: An Applied Approach

Abstract

An increasing number of laboratory techniques are available which have the potential for ameliorating the cognitive deficits of the mentally retarded. If special education is to develop a comprehensive curriculum to increase the retardeds’ intellectual skills there is a need to translate basic research findings into classroom methods and materials. In this classroom study three matched groups were supplied with verbal, imaginal or a combination of mediators and compared with a contrast group on a paired-associate learning task. The strategy-supplied groups performed significantly better than the control group. There was little indication of carry-over of training by the experimental groups on a subsequent P-A task. The results and possible solutions for shortcomings were discussed.

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