The author reviews cognitive-behavioral approaches to the training of intelligence in the retarded. A proposed structure of intelligent behavior is presented that serves as the basis for classifying the intended foci of the various training programs. Then selected training programs are reviewed in terms of this classification. The training programs tend to concentrate on executive or metacomponential functions; on components of acquisition, retention, and transfer; or on components of performance in tasks requiring intelligent behavior. Consideration is also given to the roles structural and motivational variables should play in programs of training. Finally, conclusions are drawn regarding the present and potential success of programs for training intellectual skills in the retarded.
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