Abstract
All definitions of mental retardation that have been proposed over the years have included one central feature: deficits in the intellectual (or cognitive) capacity of the mentally retarded person. Professionals working in the field of mental retardation have disagreed on almost every other possible aspect of the definition (e.g., age of onset or diagnosis, etiology, degree of cognitive deficit, other concomitant deficits, and permanence), but all agree that, in order for a person to be considered mentally retarded, he or she must be shown to have a deficit in cognitive functioning. Thic characteristic of mentally retarded persons is so basic that reliable and valid instruments must be available for determining whether cognitive deficits exist.
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Kahn, J.V. (1988). Cognitive Assessment of Mentally Retarded Infants and Preschoolers. In: Wachs, T.D., Sheehan, R. (eds) Assessment of Young Developmentally Disabled Children. Perspectives in Developmental Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9306-2_9
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