SPONTANEOUS VERSUS INSTRUCTED USE OF MULTIPLE STANDARDS FOR EVALUATING COMPREHENSION - EFFECTS OF AGE, READING PROFICIENCY, AND TYPE OF STANDARD

被引：68

作者：

BAKER, L

机构：

来源：

关键词：

D O I：

10.1016/0022-0965(84)90127-9

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

引用

页码：289 / 311

页数：23

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