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
Tallennettuna:
BERGER, R.S., REID, D.K., 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. JOURNAL OF LEARNING DISABILITIES, Vol. 22, no. 7 (1989), p. 422-429.
Ref.
13403
Sijainti:
SIIS R.113 Depósito (8)
Palabras clave:
Adultos, Aprendizaje, Desarrollo cognitivo, Discapacidad, Discapacidad intelectual, Estudio comparativo, Problemas de aprendizaje, Psicología
Adultos, Aprendizaje, Desarrollo cognitivo, Discapacidad, Discapacidad intelectual, Estudio comparativo, Problemas de aprendizaje, Psicología
Samankaltaisia teoksia: 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
- EXECUTIVE PROCESSING DIFFERENCES BETWEEN LEARNING-DISABLED, MILDLY RETARDED, AND NORMAL ACHIEVING CHILDREN
- ACHIEVEMENT-RELATED PERCEPTIONS OF CHILDREN WITH LEARNING DISABILITIES AND NORMAL ACHIEVEMENT: GROUP AND DEVELOPMENTAL DIFFERENCES
- LEARNING DISABILITIES, LOW ACHIEVEMENT, AND MILD MENTAL RETARDATION: MORE ALIKE THAN DIFFERENT?
- ASSESSING DIFFERENCES IN CHILDREN WITH LEARNING DISABILITIES AND NORMALLY ACHIEVING STUDENTS WITH A NEW MEASURE OF CREATIVITY
- PSYCHOMETRIC APPROACHES TO THE IDENTIFICATION OF LD: IQ AND ACHIEVEMENT SCORES ARE NOT SUFFICIENT
- IS IQ-ACHIEVEMENT DISCREPANCY RELEVANT IN THE DEFINITION OF ARITHMETIC LEARNING DISABILITIES