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Acquisition of Basic Concepts by Mentally Retarded and Nonretarded Children through Video-Presented, Stimulus Conversion Procedures
ARTICLE

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Journal of Special Education Technology Volume 9, Number 1, ISSN 0162-6434

Abstract

Two concepts were taught to mentally retarded and nonretarded third graders (n=88). Both groups learned faster when computer displays continuously converted the concepts either into concept examples or concept nonexamples, compared to procedures where examples were not converted. Mentally retarded students benefited more from the conversion procedures than the nonretarded. (Author/JDD)

Citation

Weinheimer, B. & Weisberg, P. (1987). Acquisition of Basic Concepts by Mentally Retarded and Nonretarded Children through Video-Presented, Stimulus Conversion Procedures. Journal of Special Education Technology, 9(1), 45-53. Retrieved October 22, 2019 from .

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