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Journal Abstract Search

217 related items for PubMed ID: 4826408

  • 1. Reading level of retardates related to visual and auditory memory, and to paired-associate learning.
    Stayton S, Fuller R.
    Train Sch Bull (Vinel); 1974 Feb; 70(4):202-7. PubMed ID: 4826408
    [No Abstract] [Full Text] [Related]

  • 2. Auditory and visual paired-associate learning in first-grade retarded and nonretarded children.
    Bruininks RH, Clark CR.
    Am J Ment Defic; 1972 Mar; 76(5):561-7. PubMed ID: 5012138
    [No Abstract] [Full Text] [Related]

  • 3. The use of a fading technique in paired-associate teaching of a reading vocabulary with retardates.
    Dorry GW, Zeaman D.
    Ment Retard; 1973 Dec; 11(6):3-6. PubMed ID: 4785615
    [No Abstract] [Full Text] [Related]

  • 4. Development and transfer of mediational strategies by retarded children in paired-associate learning.
    Wanschura PB, Borkowski JG.
    Am J Ment Defic; 1974 Mar; 78(5):631-9. PubMed ID: 4820213
    [No Abstract] [Full Text] [Related]

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  • 6. Verbal context and visual compound in paired-associate learning of mental retardates.
    Milgram NA, Riedel W.
    Am J Ment Defic; 1969 Mar; 73(5):755-61. PubMed ID: 5780060
    [No Abstract] [Full Text] [Related]

  • 7. Imagery mediation in paired-associate learning by retarded and nonretarded subjects.
    Lerato MT, Ellis NR.
    Am J Ment Defic; 1974 May; 78(6):704-13. PubMed ID: 4838146
    [No Abstract] [Full Text] [Related]

  • 8. Free-learning among intellectually average children and mentally retarded individuals: a study of response integration.
    Berry FM, Baumeister AA, Detterman D.
    Am J Ment Defic; 1971 Jul; 76(1):118-24. PubMed ID: 5121013
    [No Abstract] [Full Text] [Related]

  • 9. Response learning and the paired-associate performance of mental retardates.
    Kellas G, Baumeister AA.
    Am J Ment Defic; 1969 Sep; 74(2):273-8. PubMed ID: 5822307
    [No Abstract] [Full Text] [Related]

  • 10. Arousal, learning, and memory.
    Eysenck MW.
    Psychol Bull; 1976 May; 83(3):389-404. PubMed ID: 778883
    [No Abstract] [Full Text] [Related]

  • 11. Effects of external emphasis and redundancy level on the paired-associate learning of retarded adolescents and nonretarded children.
    Spitz HH, Borys SV.
    Am J Ment Defic; 1974 May; 78(6):723-9. PubMed ID: 4838150
    [No Abstract] [Full Text] [Related]

  • 12. A comparison of auditory and visual discrimination learning in retardates.
    Smith J, Anderson V, Cunningham T, Sjoberg W.
    Am J Ment Defic; 1967 Nov; 72(3):445-9. PubMed ID: 6077014
    [No Abstract] [Full Text] [Related]

  • 13. One-trial learning of intellectually average and retarded children under three methods of presentation: storage and retrieval.
    Winters JT, Goettler DR.
    Am J Ment Defic; 1973 Jul; 78(1):51-8. PubMed ID: 4744709
    [No Abstract] [Full Text] [Related]

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  • 16. Reading and crossmodal transfer of stimulus equivalences in severe retardation.
    Sidman M, Cresson O.
    Am J Ment Defic; 1973 Mar; 77(5):515-23. PubMed ID: 4267398
    [No Abstract] [Full Text] [Related]

  • 17. Paired-associate learning and retention in retarded and nonretarded children.
    Prehm HJ, Mayfield S.
    Am J Ment Defic; 1970 Mar; 74(5):622-5. PubMed ID: 5436832
    [No Abstract] [Full Text] [Related]

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  • 19. The effects of meaningfulness and abstractness of word recognition in educable retarded children.
    Jones D, Spreen O.
    Am J Ment Defic; 1967 May; 71(6):987-9. PubMed ID: 6032428
    [No Abstract] [Full Text] [Related]

  • 20. Effects of temporal variables, monetary incentive, and method of informative feedback on the paired-associate learning of retardates.
    Ward LC, Baumeister AA.
    Am J Ment Defic; 1971 May; 75(6):712-8. PubMed ID: 5581993
    [No Abstract] [Full Text] [Related]

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