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Abstract
Two groups of moderately and severely mentally retarded young adults were involved in a study designed to develop sequential processing. One group was trained over sixteen 45-minute sessions to use an intentional problem-solving approach and a control group received no formal training. Correlational analyses confirmed the sequential processing nature of the training tasks, and the relationship between coding and language tests. Analysis of variance with repeated measures demonstrated a significant difference between the experimental and control groups on sequential coding and language measures subsequent to the training period, and after a fourteen week follow-up.