EFFECTS OF CONFIGURATION ON THE PAIRED-ASSOCIATE LEARNING OF BLISSYMBOLS BY PRESCHOOL CHILDREN WITH NORMAL COGNITIVE ABILITIES
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FULLER, D.R., LLOYD, L.L., EFFECTS OF CONFIGURATION ON THE PAIRED-ASSOCIATE LEARNING OF BLISSYMBOLS BY PRESCHOOL CHILDREN WITH NORMAL COGNITIVE ABILITIES. JOURNAL OF SPEECH AND HEARING RESEARCH, Vol. 35, no. 6 (1992), p. 1376-1383.
Ref.
32080
Location:
SIIS R.925
Palabras clave:
Desarrollo cognitivo, Educación infantil, Estudio comparativo, Infancia, Método educativo, Resultados, Sistema Bliss
Desarrollo cognitivo, Educación infantil, Estudio comparativo, Infancia, Método educativo, Resultados, Sistema Bliss