Interpersonal problem-solving skills of retarded and nonretarded children

Abstract

Interpersonal problem-solving skills of 17 mildly mentally retarded and two groups of nonretarded subjects (Ns = 30) matched on mental age (MA) and chronological age (CA) were assessed, utilizing a series of hypothetical problem-solving situations. Results indicated similarities between mentally retarded subjects and MA-matched nonretarded subjects both in types and number of strategies produced. Nonretarded CA-matched subjects, on the other hand, exhibited a wider range of problem-solving strategies and increased use of strategies thought to reflect higher levels of social understanding.