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Maltz, Andrew – Journal of Autism and Developmental Disorders, 1981
The results showed that the performance of the autistic children was better than the other two groups on concrete discrimination tasks, was poorer than the other two groups on formal discrimination tasks, and the quality of the autistic children's performance decreased as task requirements for formal discrimination increased. (Author/SB)
Descriptors: Adolescents, Autism, Cognitive Development, Discrimination Learning