Trait of cognition on problem solving in mentally retarded children

Research output: Contribution to journalArticle

Abstract

The awareness of one's comprehension failure has been researched on problem solving in mental retarded children. Past studies suggested that non-awareness of one's comprehension failure in a given ambiguous instruction, without investigating how much retarded children would understand ambiguous instructions. In the present study, the comprehension of ambiguous instruction was investigated on children with and without mental retardation matching them on MA. Each child was instructed to solve a problem containing an ambiguous instruction for problem solving. Retarded children at MAs of 7 years were unaware of the ambiguity; they understood the instruction in their own context. In contrast, the retarded children at MAs of 11 years and non-retarded children at both MAs were aware of it, had ideas about the intention of the one setting the problem, and rethought about the task request. In addition, another instruction was presented to allow a second thought on the task request. Almost all retarded children showed more performance by means of such instruction.

Original languageEnglish
Pages (from-to)11-20
Number of pages10
JournalThe Japanese Journal of Educational Psychology
Volume42
Issue number1
DOIs
Publication statusPublished - Jan 1 1994

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Mentally Disabled Persons
Cognition
cognition
instruction
comprehension
Intellectual Disability

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Trait of cognition on problem solving in mentally retarded children. / Tanaka, Mari.

In: The Japanese Journal of Educational Psychology, Vol. 42, No. 1, 01.01.1994, p. 11-20.

Research output: Contribution to journalArticle

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