Literaturnachweis - Detailanzeige
Autor/inn/en | Brice-Gray, Kathleen J.; Fink, William T. |
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Titel | The Effects of Two Teaching Strategies on the Acquisition and Recall of an Academic Task by Moderately and Severely Retarded Preschool Children. |
Quelle | In: Mental Retardation, 17 (1979) 1, S.8-12 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Discrimination Learning; Exceptional Child Research; Learning Processes; Mental Retardation; Moderate Mental Retardation; Preschool Education; Recall (Psychology); Severe Mental Retardation; Teaching Methods |
Abstract | Ten moderately and severely handicapped preschool children served as Ss in a pre-post-test design to evaluate the effects of cumulative and successive pairs programing strategies. (Author) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |