Recent basic research on discrimination learning with retarded children shows that, once they attend to the relevant aspects of a problem, they learn at the same rate as normal children. Two major variables that control children's attention are reinforcement and the nature of the stimulus display. With a concentration on stimulus variables, a number of specific rules are presented for guidance in engineering attention in the classroom.
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References
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ZeamanD., and HouseBetty. An attention theory of retardate discrimination learning. In EllisN. R. (Editor), Handbook of mental deficiency. New York: McGraw-Hill, 1963. 159–223.
