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Therefore, reinforcement of increased effort in a given dimension of one task should result in greater generalized effort in the same dimension of transfer performance than in another dimension. In accord with this view, preadolescent learning\u2010disabled students who Received points for high reading accuracy subsequently produced more accurate drawings and stories than did students whose points had been based upon high reading speed or upon mere completion of the reading task. Students who Received points for high reading speed subsequently constructed stories more quickly than did children whose points had been based upon high reading accuracy or upon reading\u2010task completion. 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