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dc.contributor.authorMattson, Sandra Leah, 1951-
dc.creatorMattson, Sandra Leah, 1951-en
dc.date.accessioned2015-04-01T13:40:03Zen
dc.date.available2015-04-01T13:40:03Zen
dc.date.issued1976en
dc.identifier.urihttp://hdl.handle.net/10150/347929en
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectLearning ability.en
dc.titleThe effect of direct and imaginal tracing on letter acquisition and retention in slow and fast learnersen
dc.typetexten
dc.typeThesis-Reproduction (electronic)en
dc.identifier.oclc2900421en
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.levelmastersen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.nameM.A.en
dc.description.noteThis item was digitized from a paper original and/or a microfilm copy. If you need higher-resolution images for any content in this item, please contact us at repository@u.library.arizona.edu.en
dc.identifier.bibrecord.b24057034en
dc.identifier.callnumberE9791 1976 190en
refterms.dateFOA2018-08-13T16:59:21Z


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