Seven mentally retarded adolescents received either verbal or nonverbal training on a shape-sorting task within a multiple baseline design. Both training sequences resulted in the successful acquisition of the target performance, but only the verbal training sequence facilitated generalization of performance to a novel shape and to a new…

Evaluated were variables effecting the differential performance of 627 educable mentally retarded Ss (mean age 14.5 years) on a test-train-retest task designed to measure learning potential. Family, social, health, schooling, and testing data were collected for the Ss of which 75% were students in public school special classes and 25% were…