This study investigates the repertoire of cognitive schemes used by adolescents with mental retardation in the process of solving additive word problems. Fifteen male and female students, with mild to moderate mental retardation, were individually interviewed. Observations were made of their problem understanding, and of manifestation of metacognitive knowledge. The findings provide evidence of at least a partial part-part-whole scheme for about half of the students. This relatively high cognitive level was exhibited by some students without any help, and by others following a period of short instruction. The observations also disclose more use of metacognitive knowledge than is usually expected of students at this ability range. The results suggest that given moderate and relevant help and a chance to exhibit their ability, some of these youngsters will learn to handle more complex situations.
|Number of pages
|Education and Training in Mental Retardation and Developmental Disabilities
|Published - Mar 2001
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Biochemistry