Abstract
Sixty educable mentally retarded and 60 nonretarded children of equal mental age were assessed using Kagan’s Matching Familiar Figures Test (MFFT) and the Children’s Embedded Figures Test (CEFT). Significant differences were not observed in the error and latency scores of the two groups or in the proportion of reflective, impulsive, fast/accurate, and slow/inaccurate individuals. The mentally retarded students were significantly more field dependent, as were subjects characterized as impulsive. A significant negative correlation was obtained between MFFT errors and the number of correct responses on the CEFT. IQ was unrelated to performance on either dependent measure. The results were discussed in terms of theoretical and educational implications.
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