Facilitation of class-inclusion performance in mildly retarded adolescents: feedback and strategy training

Two experiments were conducted to explore the feasibility of training mildly retarded adolescents to solve class-inclusion problems. In Experiment 1, the effects of training consisting primarily of feedback were investigated. In Experiment 2, training with feedback alone vs. training with feedback plus a counting strategy was compared. Both experiments assessed the generality of training effects to specific training and/or posttest formats. Results suggested that training was generally effective in improving performance with untrained class-inclusion problems on immediate and delayed posttests. Feedback training with pictorial stimuli appeared to be effective regardless of posttest format. The effects of the other training method/format combinations varied according to posttest format.