Abstract
A matching-to-sample task was administered to 64 first graders (32 girls and 32 boys) under four conditions, two intramodal and two intermodal. The correct response was selected most frequently in all conditions. A two-factor (sex × task) analysis of variance with repeated measures on the task factor was performed on the number of correct responses. The interaction was not significant, not did number correct vary with sex; but number correct did vary with task condition (p < .001). Performance was significantly better in the visual-visual condition than in the auditory-auditory, visual-auditory or auditory-visual conditions. Performance in all four conditions was significantly related to reading achievement. The five cue types or stimulus alterations were not used differentially within condition. Proportional frequency of reversal-cue choice as compared to other cues, did not appear to be affected by the change in instructions to include the correct response.
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