DIFFERENCES IN LEARNING BETWEEN RETARDATES AND NONRETARDATES ON THE DRAW-A-MAN TEST

Abstract

Although considerable evidence has been accumulated about the learning behavior of retarded children, at present the findings tend to be fragmented, disorganized, and stated in such a manner as to restrict their value in the formalization of curriculum guidelines and teaching techniques. The findings have perpetuated much confusion regarding the learning potential of retarded children when compared to normal children of equivalent mental ages. A considerable number of studies in this area have been restricted to ascertaining the nature of gross learning acqui- sition, consequently meager attention has been directed to specific facets that comprise the learning process.