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Kamhi, Alan G.; And Others – Applied Psycholinguistics, 1985
Describes a study which used a discrimination-learning procedure to compare the ability of language-disordered and normal children to modify hypotheses. In a series of two-dimensional learning set and orthogonal problems, all children reached learning set criteria quickly; on orthogonal problems, language-disordered children performed…
Descriptors: Cognitive Processes, Comparative Analysis, Concept Formation, Discrimination Learning
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Fishkin, Steven M.; Pishkin, Vladimir – Perceptual and Motor Skills, 1970
Descriptors: Cognitive Processes, Comparative Analysis, Concept Formation, Discrimination Learning
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Brooks, Clarence R.; Clair, Theodore Nat – Perceptual and Motor Skills, 1971
Descriptors: Age Differences, Cognitive Processes, Comparative Analysis, Discrimination Learning
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Waber, Deborah P.; Weiler, Michael D.; Wolff, Peter H.; Bellinger, David; Marcus, David J.; Ariel, Raya; Forebes, Peter; Wypig, David – Child Development, 2001
Compared the processing of rapid auditory stimuli on two-tone auditory discrimination tasks by 7- to 11-year-olds with learning impairments (LI) and those without learning impairments (non-LI). Found that LI children committed more errors, but the effects of timing were comparable. Obtained same results with a sample of good and poor readers. Task…
Descriptors: Auditory Stimuli, Children, Cognitive Processes, Comparative Analysis
Wilder, Larry – 1971
The frequency theory of verbal discrimination learning makes no distinction between silent and spoken rehearsal. Further, the frequency theory predicts that the study-test method of list presentation is superior to the anticipation method. College students, performing under silent and spoken rehearsal conditions, learned 16 low-frequency…
Descriptors: Analysis of Variance, Articulation (Speech), Cognitive Processes, College Students