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Pictures, repetition, and young children’s oral prose learning1

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Author information

Authors and Affiliations

  1. University of Wisconsin, WI 53706, Madison

    Joel R. Levin (Professor of Educational Psychology)

  2. University of Wisconsin, WI 53706, Madison

    Bruce G. Bender (Doctoral Candidate in Educational Psychology)

  3. University of Pittsburgh, PA 15213, Pittsburgh

    Alan M. Lesgold (Assistant Professor of Psychology)

Authors
  1. Joel R. Levin
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  2. Bruce G. Bender
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  3. Alan M. Lesgold
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Additional information

This research was funded by the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the National Institute of Education (NIE). The opinions herein do not necessarily reflect the position or policy of NIE and no official endorsement by NIE should be inferred (Center No. NE-C-00-3-0065). Lesgold is supported by similar NIE funding through the Learning Research and Development Center at the University of Pittsburgh. The authors are grateful to Kay Harty, principal of Midvale School, Madison, Wisconsin, and her staff and students; to the elementary school staffs and students in Deerfield, Waterloo, and Sauk Prairie, Wisconsin; to Lois Makoid for assisting in the data tabulation for Experiment 2; and to Marcia Ledford for typing the manuscript. Reprint requests should be addressed to Joel R. Levin, Wisconsin Research and Development Center for Cognitive Learning, 1025 W. Johnson Street, Madison, WI 53706.

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Levin, J.R., Bender, B.G. & Lesgold, A.M. Pictures, repetition, and young children’s oral prose learning1. AVCR 24, 367–380 (1976). https://doi.org/10.1007/BF02770051

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