本研究的目的是在探討不同年級的智能不足兒童，在不同示範模式及不同嘗試次之下，對於兩種學習材料之學習效果。 研究對象爲七十二名國小啓智班學生，低中高年級各二十四名，智商範圍根據比西智力量表第四次修訂本，在47到70之間，經前測選出之後，再分派到三組(1)口頭說明組（CA=9.60歲，IQ=57.96）(2)動作示範組（CA=9.80歲，IQ=57.46）(3)動作示範配合口頭說明組（CA=9.74歲，IQ=57.79）學習材料有兩項：一是組合電插頭，二是拼合動物圖形。實驗採個别方式進行，每位受試均接受四個嘗試次，實驗設計爲3×3×4三因子重複量數設計。實驗結果顯示：(1)不同示範模式對智能不足兒童學習動作技能或認知圖形，均有不同的效果。(2)智能不足兒童的示範學習效果，顯然隨着嘗試次的增加而遞增，並呈現極顯著的直線趨向。(3)年級的因素，對於學習兩種不同的敎材，有不同的影響。(4)不同示範模式，不同年級及嘗試次三個因子的交互作用都不顯著。二因子的交互作用也不顯著。(5)根據第一次示範學習的結果，三種示範模式對於兩種不同學習材料之完成率，並沒有交互的影響。總之，示範學習對於智能不足兒童之敎育甚具意義，有待推展。但是實驗過程中所遭遇到的困難，諸如學習材料之工作分析方式，示範動作之錄製，以及評量標準之客觀化等要件均待進一步研討改進。

The study was to compare the effects of modeling, verbal instruction and modeling plus verbal instruction on motor skill development and cognitive acqusition among mental retarded children. Seventy-two subjects from three age levels with mean IQ of 57.74 and CA of 9.72 years were obtained. A 3(grades)×3(types of experimental treatment)×4(trials)repeated measures design was used. The subjects' performance on the two tasks involving putting electric wires in a plug with a screwdrive and assembing a rabbit picture was examined. The results were as followed. (1) Modeling plus verbal instruction proved to be significantly more effective than the other two. (2)There was a significant effect of trials on the performance of the two tasks. (3)No significant difference in cognitive acquisition was found among the three age levels, but there was a significant difference in motor skill performance between the first and the third age levels.