本研究的目的在探討遷移類型、增强因素及敎學策略等自變項對智能不足兒童加算學習效果之影響。實驗一採用2（智力）×2（遷移類型）×2（增强因素）多因子實驗設計，其受試是88位臺北市國小啓智班智能不足兒童和88位國小一、二年級普通兒童。「實驗二」採用ABA倒返設計，係以15位在實驗一的學習成績特别低劣的智能不足兒童爲對象。根據兩項實驗結果得知：1)智能不足兒童組的學習遷移效果顯然比普通兒童組的遷移效果差，但仍然有45%的智能不足兒童或多或少獲得學習遷移；2)若只根據遷移作業上的成績，則「B→A型」的加算遷移效果比「A→B型」的遷移效果優異；3)在增强條件下的加算遷移效果，顯然比在不增强條件下的遷移效果優異。4)單一種敎學策略並不能普遍有助於增進所有智能不足兒童的加算學習效果。因智能不足兒童的個别差異特别大，所以更需要個别化敎學。ABA倒返設計正可配合個別化敎學之實施，提供有關的資料，以資評量不同敎學略策（如示範卡片，使用錢幣及速示卡）對不同受試的加算學習效果。

This study consisted of two experiments. Experiment 1 was designed to examine the effects of the transfer and reinforcement contingency on addition performance in retarded and non-retarded children. Eighty-eight retarded children selected from special classes, and 88non-retarded children, selected from regular classes, both in elementary school level in Taipei City, participated in the experiment. A 2(IQ)×2(transfer model)×2(reinforcement)factorial design was used. Experiment 2 was particularly designed to instruct the 15 retarded subjects who did not obtain any gains during Experiment 1,with emphasis on systematic intervention of computational tasks and instructional strategies as a means of helping individual retarded children acquire some level of addition skills. An ABA reversal design was used in this experiment. Each subject participated in the experiment for 10 to 13 weeks according to his performance. The major findings of the study were as follows:1)The transfer effects either forward(A→B model)or Backward(B→A model)had occurred for both retarded and non-retarded children. 2)There were significant differences between A→B and B→A groups, with B→A taking more high Percentage Correct and Correct Rate in every condition. 3)The reinforcement contingencies facilitated a larger amount of transfer than did the no reinforcement contingencies. 4)A single model of instructional strategy was not approprate in teaching all levels of retarded children to acquire the computational skills.