The length of the interval between the stimulus and response (retention interval) was varied in an automated task involving recall of a threeletter word. The length of the retention interval was not as important a variable as the sequence of presentation of retention intervals of different lengths for 32 mentally retarded residencs of the Austin Stare School. Results suggest that their performance on the automated task might improve if practice is under retention intervals that are longer initially but then decrease during performance.
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