Action-concept usage by nonretarded and retarded children on structured tasks with praise for performance.
In equivalence-formation tasks, retarded children have been ovserved to use fewer action concepts than expected on the basis of their MA.  When tasks were structured and praise for performance was introduced, mildly retarded children performed like nonretarded children in most respects, except for total number of responses.  Moderately retarded children of the same MA showed improved performance but still performed more poorly than either of the other two groups.  The implications of these findings were discussed.
D002648:Child; D003210:Concept Formation; D006801:Humans; D008607:Intellectual Disability; D009042:Motivation; D012057:Reinforcement, Verbal; D013647:Task Performance and Analysis