EXECUTIVE PROCESSING DIFFERENCES BETWEEN LEARNING-DISABLED, MILDLY RETARDED, AND NORMAL ACHIEVING CHILDREN
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| Formaat: | Journal Article |
| Taal: | Engels |
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Gelijkaardige items: EXECUTIVE PROCESSING DIFFERENCES BETWEEN LEARNING-DISABLED, MILDLY RETARDED, AND NORMAL ACHIEVING CHILDREN
- A NEW LOOK AT LEARNING-DISABLED AND NORMAL-ACHIEVING CHILDREN'S WORD-PAIR MEMORIZATION ABILITY
- 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
- ENHANCING SELF-CONCEPTS AND ACHIEVEMENT OF MILDLY HANDICAPPED STUDENTS. LEARNING DISABLED, MILDLY MENTALLY RETARDED, AND BEHAVIOR DISORDERED
- SENSITIVY TO CAUSAL COHESION IN STORIES BY CHILDREN WITH MILD MENTAL RETARDATION, CHILDREN WITH LEARNING DISABILITIES
- LEARNING DISABILITIES, LOW ACHIEVEMENT, AND MILD MENTAL RETARDATION: MORE ALIKE THAN DIFFERENT?
- RELATION BETWEEN MENTAL AGE AND VOCABULARY DEVELOPMENT AMONG CHILDREN WITH MILD MENTAL RETARDATION