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ONE ON FEEBLEMINDEDNESS
TWO THE DEVELOPMENT OF
THREE SECONDARY VARIETIES OF RETARDATION
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ability abstract thinking abstraction activity adequate aggressive analysis apperception associations attitudes autonomy basic becomes behavior causal characteristics cognitive concept-formation concepts concretistic congenitally contents culturally retarded defined determined dichotomization didactic differentiation distorting educational egocentricity elements emotional environment environmental essential differences etiology experience extent externalization fact factors feeble feebleminded child feeling fixation genuine feeblemindedness haveable heteronomy ideal type identical illusion imitation impersonality inability individual inner intel internalization interpersonal relationships introjection lack later learner liable life-tendency manifestations means mental mental retardation mind negative ness non-ego normal child normal intelligence object parents patterns phantasies phase phenomenological polar poverty problem processes psychopathy pupils rational reactions reality rehabilitation relational relationships relative requires responsibility result retarded child retarded children rigidity s.r. child secondary retardation socially or culturally specific stimulation structural symptoms tasks teacher teaching methods tendency tension thinking and learning tion type-conditions types values young child