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Peer reviewedManis, Franklin R., And Others – Journal of Experimental Child Psychology, 1987
Examined whether reading disabled children differed in the utilization of rules in a paired associate learning task. In two experiments, children were assigned to one of three conditions: (a)nonrule, (b)consistent rule, or (c)inconsistent rule. When present, the rule was based on semantic opposites. (Author/NH)
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Intelligence Quotient
