Paired Associate Learning in Reading-Disabled Children: Evidence for a Rule-Learning Deficiency.

Manis, Franklin R., And Others

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Peer reviewed

ERIC Number: EJ349774

Record Type: Journal

Publication Date: 1987

Pages: N/A

Abstractor: N/A

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Paired Associate Learning in Reading-Disabled Children: Evidence for a Rule-Learning Deficiency.

Manis, Franklin R., And Others

Journal of Experimental Child Psychology, v43 n1 p25-43 Feb 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, Middle Class, Paired Associate Learning, Reading Difficulties, Visual Stimuli

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A