Normal children of the 2nd grade in elementary schools and mental retardates of comparable MA were administered tasks to learn finger mazes with three alternatives at each of nine choice points. At each choice point there was one of three kinds of texture and the textures were set to connect with correct positions. A half of the subjects was asked to verbalize the texture at each choice point. Results suggested that the verbalization had both positive and negative effects and the negative effects seemed to be stronger in the present tasks than in the mazes with two alternatives, because the verbalization was considerably difficult especially for some mentally retardates.