This study investigated the ability of LD, slow learning and average children to adapt learning strategies to different stimulus demands. Small group learning situations were used to encourage subjects to verbalize their strategies to each other and to create the expectation that, since other children have different approaches, the process of strategy selection is critical. Findings demonstrated a distinctly different pattern of strategy usage associated with performance in each of the three diagnostic categories as well as an ability in all three groups to differentiate among stimulus demands.
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