Self-Invented Addition Strategies by Children with Mental Retardation.

摘要: Children with mental retardation often seem incapable of self-initiated learning. A training experiment was designed to determine whether such children could spontaneously invent more efficient addition strategies for calculating simple sums; apply these larger, unpracticed combinations; and retain after 5 months. An experimental group a control were shown basic concrete counting procedure. Over 6 months, the given regular opportunities practice computing sums. Many them invented calculational short cuts. On immediate delayed posttests, they used significantly sophisticated than did participants. Results suggest that can invent, transfer, learning tasks.