There is some research to suggest a departure from the classic psychocurricular approach which uses only success in the special classes for the mentally retarded. Various patterns of success and failure were used on a population of 45 mentally retarded subjects aged 10 to 13. The results of this research indicate that there is no significant difference in performance between the students who had continuous failure and those who had continuous success experiences. However, when the subjects were exposed to a combination of success and moderate failure, their performance levels were significantly higher.
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