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2. The effects of modeling and verbal cues on learning of retardates. Forehand R, Yoder P. J Clin Psychol; 1973 Apr; 29(2):184-6. PubMed ID: 4706948 [No Abstract] [Full Text] [Related]
3. Demonstration versus instructions in concept attainment by mental retardates. Rosenthal TL, Kellogg JS. Behav Res Ther; 1973 Aug; 11(3):299-302. PubMed ID: 4727293 [No Abstract] [Full Text] [Related]
5. Transfer of stimulus control from motor to verbal stimuli. Striefel S, Bryan KS, Aikins DA. J Appl Behav Anal; 1974 Aug; 7(1):123-35. PubMed ID: 4465369 [Abstract] [Full Text] [Related]
14. Stimulus-presentation methods and ability to shift dimensions in color-form preference of retardates. Goesling WJ. Percept Mot Skills; 1973 Jun; 36(3):807-10. PubMed ID: 4704328 [No Abstract] [Full Text] [Related]
15. Mimicry versus imitative modeling: facilitating sentence production in the speech of the retarded. Prelock PA, Panagos JM. J Psycholinguist Res; 1980 Nov; 9(6):565-78. PubMed ID: 7205708 [Abstract] [Full Text] [Related]
19. Continuation of training as a variable influencing the generalization of speech in a retarded child. DeHaven ED, Garcia EE. J Abnorm Child Psychol; 1974 Sep; 2(3):217-27. PubMed ID: 4443500 [No Abstract] [Full Text] [Related]