Handbook of Child Psychology, Cognitive Development |
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Page 361
... abilities . Level I ability is measured by standard episodic memory tests , such as digit span , whereas Level II ability is measured by tests of comprehension and inferential ability : Level I ability is essentially the capacity to re ...
... abilities . Level I ability is measured by standard episodic memory tests , such as digit span , whereas Level II ability is measured by tests of comprehension and inferential ability : Level I ability is essentially the capacity to re ...
Page 390
... ability ( scores in roughly the 90th to 95th percentile of the Raven Progressive Matrices ) , and half were characterized as being of average mental ability ( scores in roughly the 40th to 45th percentile of the Raven Progressive ...
... ability ( scores in roughly the 90th to 95th percentile of the Raven Progressive Matrices ) , and half were characterized as being of average mental ability ( scores in roughly the 40th to 45th percentile of the Raven Progressive ...
Page 521
... ability inferences were not well established ( and ability in- ferences needed to be made to explain how equal performance can result from unequal effort ) . It was only at Level 4 , usually beginning about 10 years of age and evident ...
... ability inferences were not well established ( and ability in- ferences needed to be made to explain how equal performance can result from unequal effort ) . It was only at Level 4 , usually beginning about 10 years of age and evident ...
Contents
CHAPTER CONTENTS | 2 |
THE DEVELOPMENT OF PERCEPTION | 3 |
AuditoryHaptic Exploration | 9 |
Copyright | |
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ability actions activities adults affordances array behavior Brown chil Child Development Child Psychology Cognitive Psychology components comprehension concepts conservation devel developmental Developmental Psychology differentiation dishabituated dren Erlbaum evidence example experiment Experimental Child Psychology exploration factors fants Flavell function Gelman haptic Hillsdale inference information processing Inhelder intel intelligence interpretation invariant J. J. Gibson jects Journal of Experimental kinds knowledge layout learners learning logical Markman memory ment mental mental Psychology metacognition metamemory Modus Ponens Modus Tollens move object pattern perceive perception performance Piaget Piagetian picture predicate logic premisses preschool presented Press problem procedure properties reasoning relations representation response schemas sentences sequence seriation Siegler solving spatial specific Sternberg stimulus strategies structure studies subjects suggest surfaces task theory tion tive truth table understanding verbal visual York young children young infants