Cue-Learning and Problem-Learning Strategies in Normal and Retarded Children

A distinction between 2 degrees of reliance upon situational cues in problem solving is proposed. The distinction is formulated in terms of 2 contrasting learning strategies: (1) the cue-learning strategy, which involves heavy reliance upon situational cues, and (2) the problem-learning strategy, which involves active attempts to educe abstract relationships among problem elements. Experiment I demonstrated that retardates could learn a 3