Verbal contextual generalization in children with and without learning disabilities.
Braine's (1963) model of language development emphasizes the use of auditory or temporal processing so verbal contextual generalization can be produced. Recent literature on auditory or temporal processing skills of children with learning disabilities led to the prediction that these children would find it much more difficult to generalize contextually than would children without learning disabilities. The present study did not support this prediction. The implications were discussed in view of research on auditory or temporal processing skills of children with learning disabilities.
Department of Psychology, Northwest Missouri State University, Maryville 64468-6001, USA.
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Riley
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Riley
D000367:Age Factors; D002648:Child; D005556:Form Perception; D006801:Humans; D007804:Language Development; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008568:Memory; D008960:Models, Psychological; D010153:Paired-Associate Learning; D011932:Reading; D012660:Semantics