Effects of Age, Sex, Systematic Conceptual Learning, Acquisition of Learning Sets, and Programmed Social Interaction on the Intellectual and Conceptual Development of Preschool Children from Poverty Backgrounds-Reference-Cited by-同舟云学术

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Effects of Age, Sex, Systematic Conceptual Learning, Acquisition of Learning Sets, and Programmed Social Interaction on the Intellectual and Conceptual Development of Preschool Children from Poverty Backgrounds

Published:1971-11 Issue:5 Volume:42 Page:1399
ISSN:0009-3920
Container-title:Child Development
language:
Short-container-title:Child Development

Author:

Jacobson Leonard I.,Berger Stephen E.,Bergman Ronald L.,Millham Jim,Greeson Larry E.

Publisher

JSTOR

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology, and Child Health

Cited by 17 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. EFFECTS OF PROGRAMMED SOCIAL INTERACTION ON THE MEASURED INTELLIGENCE OF INSTITUTIONALISED MODERATELY AND SEVERELY RETARDED CHILDREN;Journal of Intellectual Disability Research;2008-06-28

2. LITERATURE CITED;Intelligence;1992

3. References;Personality in Search of Individuality;1988

4. Reducing the Gap in Reading Performance Between Israeli Lower- and Middle-Class First-Grade Pupils;The Journal of Psychology;1987-09

5. Piaget, Learning Theory, and Mental Imagery: Toward a Curriculum of Visual Thinking;The Journal of Humanistic Education and Development;1985-09

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