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https://www.riss.kr/link?id=O71705544
1989년
eng
0022-0663
1939-2176
SSCI;SCOPUS
학술저널
Journal of Educational Psychology
400-407 [※수록면이 p5 이하이면, Review, Columns, Editor's Note, Abstract 등일 경우가 있습니다.]
0
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Reading and Believing: Beliefs, Attributions, and Reading Achievement in Moroccan Schoolchildren.
Is the Failure to Monitor Comprehension an Instance of Cognitive Impulsivity?
Word and Context in Reading Development: A Test of the Interactive-Compensatory Hypothesis.
Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children.