Literaturnachweis - Detailanzeige
| Autor/in | Greeson, Larry E. |
|---|---|
| Titel | Modeling and Mental Imagery Use by Multiply Handicapped and Learning Disabled Preschool Children. |
| Quelle | In: Psychology in the Schools, 23 (1986) 1, S.82-87Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Associative Learning; Cognitive Restructuring; Early Childhood Education; Learning Disabilities; Learning Strategies; Mental Retardation; Modeling (Psychology); Preschool Children Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geistige Behinderung; Modeling; Modelling; Modellierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
| Abstract | Multiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task-related effects of modeling-based mental imagery training experiences. Facilitative effectives of modeling occurred for all learning tasks, were most apparent for associative learning and with learning disabled subjects. (Author/ABB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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