The effect of support and nonsupport on the performance of normal and feebleminded children1


  • 1

    We wish to thank Mr Raymond Vowell, Superintendent, and Mrs Barbara Nelhs, Chief Psychologist, at the Austin State School, and the Directors of the Good Shepherd and the University of Texas Nursery Schools for their aid in making subjects available We also wish to thank Nancy G Stevenson for helpful suggestions in the preparation of this study