A NEW LOOK AT LEARNING-DISABLED AND NORMAL-ACHIEVING CHILDREN'S WORD-PAIR MEMORIZATION ABILITY

Ítems similars

• EXECUTIVE PROCESSING DIFFERENCES BETWEEN LEARNING-DISABLED, MILDLY RETARDED, AND NORMAL ACHIEVING CHILDREN
  per: SWANSON, H.L
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• EFFECTS OF CONFIGURATION ON THE PAIRED-ASSOCIATE LEARNING OF BLISSYMBOLS BY PRESCHOOL CHILDREN WITH NORMAL COGNITIVE ABILITIES
  per: FULLER, D.R
  Publicat: (1993)
• DIFFERENCES THAT MAKE A DIFFERENCE: COMPARISONS OF METACOMPONENTIAL FUNCTIONING AND KNOWLEDGE BASE AMONG GROUPS OF HIGH AND LOW IQ LEARNING DISABLED, MILDLY MENTALLY RETARDED, AND NORMALLY ACHIEVING ADULTS
  per: BERGER, R.S
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• MEMORABILITY FUNCTIONS AS AN INDICATOR OF QUALITATIVE AGE DIFFERENCES IN TEXT RECALL
  per: STINE, E.A.L
  Publicat: (1989)
• ASSESSING DIFFERENCES IN CHILDREN WITH LEARNING DISABILITIES AND NORMALLY ACHIEVING STUDENTS WITH A NEW MEASURE OF CREATIVITY
  per: EISEN, M.L
  Publicat: (1990)