The document provides the final report of a study on metamemory processes (involving the individual's knowledge of his own memory functions) in 120 mildly and moderately retarded children (5-16 years old). Covered in Chapter I is literature on research needs, project phases, general memory development, metamemory development, and strategic behaviors in memory. Chapter II reports on methods and procedures used in the project's four phases: verification phase (designed to examine developmental differences in the memory behaviors of retarded children under controlled conditions); measurement phase (focusing on exploratory quantification of metamemorial knowledge); comparison phase (involving comparative analysis of the metamemory phenomenon along both the chronological age and mental age continua); and correlation phase. Among results reported in Chapter III are that the type of direction given for a free recall memory task has no significant impact upon performance of the task; that color is apparently perceived by all children to facilitate the learning/memory process; that chronological age is a highly significant factor in determining response patterns; and that mental age is the most powerful and best predictor of memory ability as measured in the study. A summary and conclusions are presented in the final chapter. (SBH)