Intelligence-related differences in learning and transfer and enhancement of transfer among mentally retarded persons

Prompted learning and transfer were compared for mildly retarded, average-achieving, and above-average children ranging in age from 11.3 to 16.0 years. They learned a strategy for computing moments on balance scale conflict problems with the aid of a graduated sequence of prompts. Maintenance and transfer were assessed one week later using similar prompting procedures. Retarded children required more assistance than did nonretarded children to learn and to transfer the trained strategy. The provision of an additional training session, however, improved retarded children's maintenance and somewhat improved their transfer. The ability-related differences in learning and transfer and the means to improve retarded children's transfer were discussed in light of current conceptions of intelligence and metacognition.