Type I incidental learning of mentally retarded children was investigated. Four orienting-instruction conditions and two tasks (two and three dimensions) were used. One orienting-instruction condition was found to be superior for enhancing incidental learning. This task-specific strategy continued to produce the best incidental learning during a 24-hour follow-up session. The results were discussed in terms of recent memory models. Directions for future research were delineated.
Available at: http://works.bepress.com/robert_fox/96/