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Students with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, each consisting of a picture and a printed word. A touch to the sample complex removed it from the computer display and produced either picture comparisons or a choice pool of letters. If the comparisons were pictures, selecting the picture identical to the preceding sample was reinforced. If the letters appeared, letter-by-letter construction of the preceding printed word sample wasdoi:10.1901/jaba.1992.25-893 pmid:1478912 pmcid:PMC1279774 fatcat:2zgj7qlu3zdptepvomxngbvhhe