Two forms of a novel paper-and-pencil encoding task were developed to measure proactive inhibition during learning when given to children and adolescents. The 2 forms of the encoding task were administered individually to 63 students referred for psychological services throughout a school district from a midwestern city. Results indicated that proactive inhibitory processes were present throughout learning and suggested that this encoding task could substitute, in special cases, for the classical verbal presentation of paired-associate materials that typically require individual administration.
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