Abstract
In mental-retardation research the developmental approach states that when retarded groups at a particular developmental level—as determined by mental age (MA)—perform more poorly on experimental tasks than do nonretarded groups who are at the same developmental level, the poorer performance of the retarded groups is due to the baleful influence of motivational and related noncognitive processes. A critical review of the ample literature raises questions about the statements by developmentalists that there is a substantial body of valid evidence to support their claims.
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