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Abstract

This study concerned comparison of named and anonymous administrations of two newly developed semantic differentials (SD) to 50 select university students in a course in child growth and development. Analysis of variance yielded no significant differences between the administrations. Statistically significant differences were obtained for the two different SDs (p = .05) for two of the three concepts and for the total of the three concepts.

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Named and Anonymous Administrations of Semantic Differential to Select University Students

Abstract

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References