Generalization of visual discrimination by mentally retarded children.

The effects of varying training settings and objects on the development of skill generalization were studied. I hypothesized that by manipulation of these variables, mentally retarded children could be taught to generalize a particular visual discrimination skill to extra-therapy situations. Sixty retarded students were randomly assigned to treatment groups. Research procedures were identical for all groups except for the manipulation of settings and objects. A factorial analysis of covariance supported the prediction that the visual discrimination training would develop generalized avoidance skill by the students. Educational implications of the findings were discussed.