The hypothesis testing abilities of 15 language impaired and 15 normally developing children matched for mental age were investigated using discrimination-learning tasks. Findings indicated the impaired children performed poorer than non-impaired children especially on the nonexplicit problems suggesting the deficits may be related to difficulties…

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…

The purpose of this study was to empirically test a set of predictions implied by the Model of Conceptual Learning and Development using the concept of cutting tool. Four subtests were developed to assess a subject's ability to perform at each of four successive levels of concept attainment (concrete, identity, classificatory and formal). In…