Автор |
Watson, Judith M. |
Дата выпуска |
1981 |
Формат |
application.pdf |
Издатель |
Taylor & Francis Group |
Копирайт |
Copyright Taylor and Francis Group, LLC |
Название |
A Communication Training Programme for Mildly Retarded School Children |
Тип |
research-article |
DOI |
10.1080/0305569810070304 |
Electronic ISSN |
1465-3400 |
Print ISSN |
0305-5698 |
Журнал |
Educational Studies |
Том |
7 |
Первая страница |
185 |
Последняя страница |
196 |
Выпуск |
3 |
Библиографическая ссылка |
Cosgrove, M. and Patterson, C.J. 1977. Plans and the development of listener skills. Developmental Psychology, 13: 557–564. |
Библиографическая ссылка |
Garmiza, C. and Anisfeld, M. 1976. Factors reducing the efficiency of referent communication in children. Merrill‐Palmer Quarterly, 22: 125–136. |
Библиографическая ссылка |
Glucksberg, S., Krauss, R.M. and Weisberg, R. 1966. Referential communication in nursery school children: method and some preliminary findings. Journal of Experimental Psychology, 3: 333–342. |
Библиографическая ссылка |
Lefebvre‐Pinard, M. and Reid, L. 1980. A comparison of three methods of training communication skills: social conflict, modelling, and conflict‐modelling. Child Development, 54: 179–187. |
Библиографическая ссылка |
Longhurst, T.M. 1974. Communication in retarded adolescents: sex and intelligence level. American Journal of Mental Deficiency, 78: 607–618. |
Библиографическая ссылка |
Mosher, F.A. and Hornsby, J.R. 1966. “On asking question”. In Studies in Cognitive Growth, Edited by: Bruner, J.S. London: Wiley. |
Библиографическая ссылка |
Olson, D.R. 1972. “Language use for communicating, instructing and thinking”. In Language Comprehension and the Acquisition of Knowledge Edited by: Carroll, J.B. and Freedle, R.O. Winston |
Библиографическая ссылка |
Watson, J.M. 1976. Aspects of reasoning and semantic development in children, University of Dundee. unpublished PhD thesis |
Библиографическая ссылка |
Watson, J.M. 1977. The influence of context on referential descriptions in children. British Journal of Educational Psychology, 47: 33–39. |