A standardized test of auditory discrimination was administered on two occasions to two groups of equated children. The test procedure recommended in the manual was utilized on both occasions in testing the control group and for the first session administered to the experimental group. The experimental group, however, received formal picture-word association of training consisting of all items appearing in the test prior to the second test administration. Results indicated a significant reduction in errors on the second test administration for the experimental group while the control group failed to demonstrate a significant decrease.
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