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The present study investigates the preservation in time of the effects of learning implicitly a new graphic behavior in children and adolescents with mild or moderate mental retardation (MR), matched with normally developing children. The children and adolescents with mild (IQ between 50 and 70) or moderate (IQ between 40 and 49) MR were aged between 7 and 16 years. They were placed in an implicit learning situation involving a circle drawing task. More precisely, the behavior studied was based on the modification of a graphic principle (the Start- Rotation Principle) , which under normal conditions was naturally adopted by these children. The results showed that the induced behavioural modifications lasted for at least one hour after the training phase. The effect of delayed implicit learning did not vary as a function of IQ, age or etiology. The preservation in time of implicit learning was discussed in relation to retention interval stability, then in relation to Reber's postulate of robustness of implicit learning.
