THE EFFECTS OF FADING, FEEDBACK AND SPECIAL TEACHER INSTRUCTION ON NUMBER CONSERVATION TASKS WITH RETARDED-CHILDREN

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作者：

KERN, HJ

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来源：

PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT | 1983年 / 30卷 / 02期

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中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

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页码：120 / 127

页数：8

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