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Advances in Child Development and Behavior, Vol. 4 by Lewis P. Lipsitt (ed.), Hayne W. Reese (ed.)

By Lewis P. Lipsitt (ed.), Hayne W. Reese (ed.)

This quantity, one in a sequence, offers with the constitution of developmental concept, recursive structures, kid's iconic realism, the position of cognition in figuring out gender results, the improvement of processing pace in formative years and early life and extra.

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I n the usual study of concept attainment. S is shown a series of paired stimuli wherein o n e stimulus is always ;I membr:i- of a particular class of stimuli while the other is not. ; t a \ k is then to discover the common property o r class that is represented b v one member of every pair. F r o m the point of view of perceptual activity, however. the ta\k is much more complicated than thiil. At the very least, S must cxplorc. the paired stimuli and compare them. which of necessity entails spatial transport (comparisons of two o r niorc figiires across ;I spatial gap).

CY: Schwarr. C . Pei-ceptu;il iictivity m c l concept attiiiiiment. 38. iciit. 1153-1 161. Elkind. , XL Weiss. J. I1 I: Pet-ceptual exploration. t7t, 19h7, 38. 553-561 Flavell. J. H . ‘l‘hc development o f tw’o rekited fornis of cognition; role tiiking and verbal cornmunication. I n A. Kidd K: J . ). Prrc c p r i ~ e r lc / c , ~ ~ c , / ~ , / ~ i , r e ,N, i te. w York: International Universities Pres\. 1966. Pp. 246-273. I’ le m ing. M . Pic t or iiil c o i i i inti n iciit ioii a n e s \ a y on i t s pl Igh t .

K1;idsen for permission to quote materi;tl from Holden ( 1966) and Madsen ( 1 966). VI. S U M M A R Y A N D D I S C U S S I O N . . . . . . . . . . . . . A. R E T E N T I O N . . . . . . . . . . . . . . . . . . . . B. A C Q U I S I T I O N . . . . . . . . . . . . . . . . . . . .... 52 52 .... 60 ........... A. I N T K O D U C T I O N . . . . . . . . . . . . . . . . . . B. A P P A R A T U S A N D P R O C E D U R E . . . . .

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