Abstract
This study examines the notion that an adequate child teaching program can help overcome cognitive and other deficits resulting form severe isolation and explores generalization to other children. The article reviews the pertinent literature in the light of Staats' theory of child development and the cumulative-hierarchical training of the child. It then presents some results of a few experimental-longitudinal studies. These suggest that the process of learning cognitive skills is very similar to that described in similar to that described in similar investigations with different types of children and different types of trainers.
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