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Peer reviewedWeismer, Susan Ellis – Journal of Speech and Hearing Research, 1991
This study, which assessed hypothesis-testing abilities using a discrimination-learning paradigm, found that 16 language-impaired primary-level children solved fewer problems than 16 controls equated on cognitive level, but the 2 groups used similar hypothesis types to solve the problems. Type of verbal feedback (explicit versus nonexplicit) did…
Descriptors: Cognitive Development, Discrimination Learning, Feedback, Hypothesis Testing
