Learning difficulties or mental retardation?

Abstract

This study discusses an interpretation of learning difficulties in mental retardation that takes cognitive, metacognitive and emotional components into consideration. The cognitive disorders of mental retardation are analyzed in terms of developmental delay and also in terms of the qualitatively atypical organization of intelligence, Next, we evaluate the difficulties faced by retarded subjects in adequately managing and using the cognitive resources at their disposal. This difficulty is interpreted in the light of recent advances in metacognition, an inter-disciplinary field concerning both cognition and emotion. The disorganizing effect of cognitive and metacognitive disturbances on personality development is discussed, and especially in relation to the emotional investment of the learning process. Finally, implications for cognitive rehabilitation and psychotherapy are analyzed.