Thirty-six retarded and 36 nonretarded children and adolescents, individually matched for mental age, were given discrimination problems at two levels of stimulus complexity to test the hypothesis that retarded persons require more trials to reach criterion on the more complex problems. (Author)

A comparison of 11 reading disabled and 11 normal children's (mean age 9 years) responses to a conditional discrimination learning set (LS) task was undertaken. The results indicated that normal children are more adept at solving the LS task than the reading disabled children. (Author/CL)

Investigated were the effects of numerical presentation, set language, and distractor position on the arithmetic problem solving abilities of 24 educable mentally handicapped children (mean age 13 years). (Author/DB)

Two samples of 31 educable mentally handicapped (EMH) children differentiated by IQ level were given a test of verbal problem solving in order to identify the effect of three parameters upon verbal problem-solving performance. The three parameters studied were existential quantification, superordinate set identification, and extraneous…

Twenty-eight educable mentally retarded (EM R) children participated in an 8-week training program on choosing the best alternative. (Author)

It was concluded that developmental trends were evident only within the normal sample and that performance of the normal Ss was generally superior to that of the TMR Ss, although significant differences were not obtained at all age levels. (Author/DLS)

Development of problem-solving and creative thinking ability was examined through administration of experimental tasks to 240 gifted children (grade 2 to grade 6). Different patterns of development were noted: problem-solving skills grew steadily from grade 2 through grade 6; while creative thinking increased from grade 2 through grade 4, with no…

The reliability of the Matching Familiar Figures Test, a measure of reflection-impulsivity, with 20 impulsive learning disabled boys (mean age 10 years) was investigated. nAuthor)

Moderately and severely learning disabled boys were evaluated in terms of constructs of reflection-impulsivity and field dependence-independence, which concerns cognitive style and whether one is able to perceive and utilize discrete elements of his perceptual field. (KW)

Results suggested that, when encountering difficulties in the problem-solving situations on the test, the retarded Ss tended to take the easiest or shortest path to a response by scanning a minimum amount of material. (Author/DLS)

A study involving 10 educable and 10 trainable mentally retarded adolescents indicated that levels of intellectual functioning influenced patterns of autonomic activation as measured by magnitude of the galvanic skin response. (CL)