This article is about a research made with twenty two children with mild mental retardation in order to study the process of problem solution of these children in two different situations - one called real and the other called virtual. These individuals were divided into two testing groups: Testing Group I and Testing Group II. As a result, we have verified a predominance of the virtual situation (for both groups) and a predominance of the Testing Group II (Virtual - Real - Virtual). We understand that the predominance of the virtual situation and the Testing Group II can be explained by the fact that the virtual situation has a helping feature, which provides the children with mild mental retardation an immediate feedback concerning the selected strategies; it's a more gradual way of learning, which allows them to learn how to organize and connect information, and it's also a situation in which they can be less exposed to the fear of failing.
problem solving; mild mental retardation; virtual - real
