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Peer reviewedChapman, Robin S.; Seung, Hye-Kyeung; Schwartz, Scott E.; Bird, Elizabeth Kay-Raining – Journal of Speech, Language, and Hearing Research, 2000
Predictors of language production skills were evaluated in 48 children and adolescents with Down syndrome and compared to 48 children matched for nonverbal mental age and mother's years of education. Comparison of two models found the model that incorporated comprehension performance (as well group membership, chronological age, cognition,…
Descriptors: Adolescents, Children, Comprehension, Downs Syndrome
Toner, Ignatius J.; Hagan, Margaret S. – 1983
To investigate the influence of instructional behaviors and adult expectations on children's task performance, 48 boys either 5 to 6 or 8 to 9 years of age individually viewed instructional videotapes and participated in a delay of gratification task. In the first phase of the study, videotapes were produced in which instructors were told to…
Descriptors: Age Differences, Comprehension, Delay of Gratification, Expectation
Peer reviewedHaefner, Margaret J.; Wartella, Ellen A. – Journal of Broadcasting and Electronic Media, 1987
Describes study of 42 first and second graders which was conducted to determine whether older siblings could enhance their comprehension of television programs. The hypotheses tested are discussed, research methodology using analysis of variance is explained, videotapes of sibling interaction are analyzed, and future research needs are suggested.…
Descriptors: Analysis of Variance, Comprehension, Family Influence, Hypothesis Testing
Download full textGarhart, Casey; Hannafin, Michael J. – 1986
This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university undergraduate students enrolled in an introductory educational psychology class. All students received…
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Comprehension
