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By Lewis P. & Spiker, Charles C. Lipsitt

This quantity, one in a chain, offers with the constitution of developmental idea, recursive platforms, kid's iconic realism, the position of cognition in knowing gender results, the improvement of processing pace in formative years and early life and extra.

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Extra resources for Advances in Child Development and Behavior, Vol. 2

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The summary of the predictions in Table I shows that the verbal response and observing response hypotheses concerning changes in generalization both predict the same type of transfer for a11 of the paradigms. Since the irrelevant pretraining does not control for either of these effects, it is not helpful in separating their respective contributions to transfer, The same is true regarding the rehearsal hypothesis except in paradigms Ib, Id, 3b, and 3d in which rehearsal should produce positive transfer in opposition to the negative transfer predicted under the other two hypotheses.

A significant levels x conditions x trial blocks interaction was found, and comparisons on individual trial blocks indicated that there were fewer errors made to the relevant stimuli (% = 4 . 5) in the first trial block for the groups combined. Although the difference between the relevant and control condition means increased with increasing levels of pretraining in the first trial block, this interaction was not significant. Because each subject served as his own control, the difference between the relevant and control conditions cannot be attributed to nonspecific sources of transfer.

55 . . . . . . . 56 'There are two people with whom the writer has shared ideas in this area for many years and who therefore have contributed a great deal to this paper. The first is Dorothy E. McAllister, who collaborated with the writer on a paper (McAllister & J. H. Cantor, 1962) containing much of the material discussed here. The second is Charles C. Spiker, whose articles, lectures, and discussions have clarified numerous issues and suggested many of the present ideas.

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