Recent advances in mnemonic strategy training with mentally retarded persons: implications for educational practice.

A portion of the empirical literature on training mentally retarded people to use mnemonic strategies was reviewed. Specific topics examined included strategy maintenance, strategy generalization, and metamemory, with emphasis on the implications of this research for the education of retarded students. We concluded that although significant gains have resulted from the past two decades of research, many questions of educational significance remain unanswered. With the restrictions placed by recent research in mind, we suggested that this area can be of immediate benefit to special educators.