Abstract
Examined the role of visual and auditory discrimination skills in cooperation by manipulating instruction prompt complexity for 15 women (mean age 47.14 yrs) and 20 men (mean age 44.37 yrs) with developmental disabilities. Instruction prompt complexity affected cooperation and, as predicted, this effect was moderated by discrimination ability as measured by the Assessment of Basic Learning Abilities test. Consistent with these results, theoretical conceptualizations of cooperation should reflect the influence of discrimination abilities. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
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