Effects of Reinforcement on Motor Learning and Retention by Mentally Retarded

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Abstract
The effects of reinforcement on learning and retention and patterns of motor learning were studied. Each of two groups of mentally retarded children ( N = 16 per group), matched for IQ and CA, were initially given 25 trials on a stabilometer. After 6 mo., 5 retention trials were given. One group was reinforced with candy on Trials 5 to 25. The other group was not reinforced. The results show that: (a) mentally retarded children are capable of learning motor tasks involving rapid motor adjustments; (b) reinforcement of a gross motor task may facilitate greater learning and it retards the effects of the onset of satiation, which leads to decrements in performance; (c) reinforcement for performance on the stabilometer does not result in significantly greater retention over a 6-mo. interval.