Abstract
This study investigated the effects of variations in the number of instances comprising a category on concept acquisition by 9- and 14-year-old children with mild intellectual disability and an intellectually average group matched for chronological and mental age. Children were exposed to either four or eight exemplars of a novel ill-defined visual category. They were then presented with old and new category exemplars and asked to identify items that had been presented previously. The pattern of children's recognition responses indicated that intellectual disability had little effect on the ability to abstract a category prototype but did reduce use of exemplar-specific information for recognition. Prototype abstraction was enhanced in all groups by exposure to a larger number of category exemplars. The implications for education and training are discussed.
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