Theoretical and applied implications of precisely measuring learning rates

School Psychology Review

Volumn 37, Issue 3, 2008, Pages 309-314

  Skinner, Christopher H ^a,b  

^a UNIVERSITY OF TENNESSEE   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54549105337     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Note

References (21)

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19. (Reprinted from Assessment in Rehabilitation and Exceptionality, 2, 207-220.)
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