Learning in behavior-disordered, brain-damaged, and normal children was investigated under conditions of massed and spaced practice using auditory and visual paired-associates tasks. The results confirmed the superiority of spaced-practice over massed-practice learning for normal, brain-damaged, and behavior-disordered groups There was a tendency for greater differences in perfomance with the different training procedures within the normal group than for either of the two experimental groups Possible reasons for these differences are suggested.
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