Abstract
Primary and intermediate educable mentally retarded (EMR) children in urban schools were given non-intellectual tasks which involved visual perception of spatial relationships. S copied visible patterns and also reproduced patterns from memory after tachistoscopic exposure. The major variable was perceptual tempo, manipulated by instructions to adopt a reflective rather than impulsive style of responding. Other variables were sex and race. Perceptual accuracy was increased by instructions to adopt a reflective attitude, presumably because the latency of responding was increased. Of particular interest was the finding that black children improved more than white children with reflective instructions, showing superior performance afterward.
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