Cognition and metacognition: Evidence of higher thinking in problem-solving of adolescents with mental retardation

This study investigates the repertoire of cognitive schemes used by adolesc ents with mental retardation in the process of solving additive word proble ms. Fifteen male and female students, with mild to moderate mental retardat ion, were individually interviewed. Observations were made of their problem understanding, and of manifestation of metacognitive knowledge. The findin gs Provide evidence of at least a partial part-part-whole scheme for about half of the students. This relatively high cognitive level war exhibited by some students without any help and by others following a period of short i nstruction. The observations also disclose more we of metacognitive knowled ge than is usually expected of students at this ability range. The results suggest that given moderate and relevant help and a chance to exhibit their ability, some of these youngsters will learn to handle more complex situat ions.