Utilization of position cues by retarded children in serial learning.

The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.