By Lewis P. Lipsitt (ed.), Hayne W. Reese (ed.)
This quantity, one in a sequence, offers with the constitution of developmental thought, recursive structures, kid's iconic realism, the function of cognition in knowing gender results, the improvement of processing velocity in formative years and early life and extra.
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W/udi)gj, 1 % I. I J Y . 209-225. l l h i n d . 0. Ambiguous piclures for the studv of perceptual development and learning. Child I ~ c ~ l ~ ~ ~ / r i p r i l 1964, c , ” / , 35. I391 - I 3 0 0 . Flkind. I>. Non-verhal exerci\es for remetli;il re;iding in\tt tiction. C o / i ~ t r t /Sof , / r f i ~ J / . ~ ~ ~ i ~ r , i [ J / , 1966. hlarcti. 3 7 - 3 X . 151hind. I). Ueading. logic and perception A n a p p r o x h t o reading instruction. In J. F. H e l l niuth ( E d . ) . E t / ~ i ~ ~ ~ r /r il ~oc~.
I ~ I ~ . o 40 0’ 1 1 1 1 1 1 0 4 8 12 11- 2.. I I 32 48 lrte ble to or even greater than that observed for the retarded Ss. In short, the Groups by Interval interaction miry be spurious. As may be seen in Part B o f Fig. I , a similar situation arose in data reported by Holden ( 1 966). Here increasing stimulus duration means decreasing retention interval. Holden interpreted the steeper slope of the curves for 9-year-old children and retardates, compared to that for 16year-olds, as “in complete agreement with Ellis’ hypothesized duration deficit for retardates and young children” (p.
4142 47 ' T h e first part of this paper. which deal\ with the literature on forgetting rate. w a s prepared while the authors were supportrd hy IISI'HS Postdoctoral Research Fellowship 1 F2 HD-32. 767-01. and U S P H S (;[:in( hlH-06809. respectively. The preparation of the second part, and the collection 01' &ita contrrhuting t o it. were supported by U S P H S Grants HD-OOI 83, H D-00870. and H 1 ) - 0 7 0 0 X . and hy the University of Kansas hledicnl Center through its N I H General Ke\e;itch Support Grant.