Elementary counting of cardinal and ordinal numbers by persons with mental retardation.
Cardinal and ordinal counting skills were assessed in 37 mentally retarded adult workers and 42 school children with mental retardation. The major results were the very poor performance of the younger children (essentially at chance beyond the numbers 1 and 2) and the overall marked inferiority in ordinal compared with cardinal counting.
Department of Psychology, Georgia State University, Atlanta 30303.
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D000124:Achievement; D000293:Adolescent; D000328:Adult; D000368:Aged; D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D008297:Male; D008433:Mathematics; D008875:Middle Aged; D012759:Sheltered Workshops