ABSTRACT
This chapter aims to explore the possibility that mongoloid aetiology might account for some of the inter-subject variance. Accordingly, five experiments expressly manipulated mongolism as a variable. The other variables were presence versus absence of cues, and trials. There were no significant effects on amount recalled due either to cues or to mongolism. However, further investigation of a nearly significant mongolism x cues interaction revealed another relevant variable, that of stimulus list. Cues only increased amount recalled for subjects of higher vocabulary age (VA). They also resulted in significantly more clustering for those subjects. The long term implications for teaching and training would, however, be considerably greater if subnormal subjects' experience of these beneficial situations could be shown to improve the way in which they dealt with similar tasks on subsequent, unassisted occasions. The general design of the experiments which looked for strategy learning effects followed the classical transfer paradigm.
