Abstract
Elementary school children ages 6 and 9 and institutionalized mental retardates of comparable MA were required to choose 2 items representing a part-whole concept from sets of 5 pictures. Age level-CA and MA, respectively--was the most important single factor in enhancing conceptual control. A training condition, explicit recital during the concept task of a relevant verbal formula (sentence frame) was also facilitative, but only for normal children. Overt verbalization of the concept was found not to be a prerequisite to conserving the concept against interfering cues. Corrective feedback was minimally important in maintaining conceptual control, and its effect was confined largely to 9-year-old children. In general, the MA 6 retardates did not differ significantly from the younger normals on the concept task, but retardates at MA 9 were found to be deficient to a degree beyond that predicted by their MA level. Results were discussed in terms of the ability of these groups to assimilate explanatory instructions, self-monitoring aids, and corrective feedback to existing cognitive schemata.
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