SENSITIVY TO CAUSAL COHESION IN STORIES BY CHILDREN WITH MILD MENTAL RETARDATION, CHILDREN WITH LEARNING DISABILITIES
Kaydedildi:
WOLMAN, C., SENSITIVY TO CAUSAL COHESION IN STORIES BY CHILDREN WITH MILD MENTAL RETARDATION, CHILDREN WITH LEARNING DISABILITIES. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 25, no. 2 (1991), p. 135-154.
Ref.
23032
Yer:
SIIS R.350 Depósito (23B/27)
Palabras clave:
Aprendizaje, Comunicación, Desarrollo cognitivo, Discapacidad, Discapacidad leve, Estudio comparativo, Literatura, Memoria, Percepción, Problemas de aprendizaje, Psicología
Aprendizaje, Comunicación, Desarrollo cognitivo, Discapacidad, Discapacidad leve, Estudio comparativo, Literatura, Memoria, Percepción, Problemas de aprendizaje, Psicología
Benzer Materyaller: SENSITIVY TO CAUSAL COHESION IN STORIES BY CHILDREN WITH MILD MENTAL RETARDATION, CHILDREN WITH LEARNING DISABILITIES
- EFFECTS OF CAUSAL STRUCTURE ON INMEDIATE AND DELAYED STORY RECALL BY CHILDREN WITH MILD MENTAL RETARDATION, CHILDREN WITH LEARNING DISABILITIES, AND CHILDREN WITHOUT DISABILITIES
- THE ROLE OF CONTINGENCY AND CONTIGUITY IN YOUNG AND OLDER ADULTS' CAUSAL LEARNING
- COGNITIVE STRATEGIES FOR TEACHING THE MILDLY HANDICAPPED. EN: EFFECTIVE INSTRUCTIONAL STRATEGIES. FOR EXCEPTIONAL CHILDREN.
- EXECUTIVE PROCESSING DIFFERENCES BETWEEN LEARNING-DISABLED, MILDLY RETARDED, AND NORMAL ACHIEVING CHILDREN
- A NEW LOOK AT LEARNING-DISABLED AND NORMAL-ACHIEVING CHILDREN'S WORD-PAIR MEMORIZATION ABILITY
- THE DEVELOPMENT OF CHILDREN'S IDEAS ABOUT OTHERS' DIFFICULTIES IN LEARNING