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dc.degree.departmentPsychologyen_US
dc.rights.availabilityUnrestricted.
dc.creatorMack, Cary Nelson
dc.date.accessioned2016-11-14T23:12:44Z
dc.date.available2011-02-18T19:18:26Z
dc.date.available2016-11-14T23:12:44Z
dc.date.issued1975-08
dc.identifier.urihttp://hdl.handle.net/2346/10259en_US
dc.description.abstractIn the past few years, there has been considerable interest and concern related to the diagnosis and treatment of learning disabilities in children. Several programs of assessment and remediation have become popular. This may be an unfortunate state of affairs, however, in that most of the commonly used programs are based on what Scott (1970) called speculative neurological and genetic interpretations. Sprague (1973), speaking of Scott's analysis of the situation, noted that such speculations abound in the absence of sound empirical data.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectVigilance (Psychology)en_US
dc.subjectHyperactive childrenen_US
dc.subjectLearning disabilitiesen_US
dc.titleThe effects of different schedules of knowledge of results on the vigilance behavior of hyperactive learning disabled children
dc.typeDissertation


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