Role-taking ability and the interpersonal competencies of retarded children.

The relationship between social role-taking ability and competencies of 46 retarded children in dyadic interaction was examined. Subjects were rank ordered on Feffer's (Note 1) Role-Taking Task and assigned to dyads according to rank-order position. A specially designed two-person game, involving the delivery of differential reinforcements (pennies) to self or other, was used to operationalize the competencies of dyads in maximizing joint profit and in establishing a reciprocal exchange strategy. Analyses revealed discrepancies in performance over the course of the game for high and low role-taking ability dyads.