The effects of information load upon the identification capacity of 3-, 7-, and 9-yr.-oId normal children (ns = 5, 4, 3) were examined. A substantial increase in transmitted information was found as a function of the mean chronological age of the three samples. Important individual differences, however, were observed within each group, which are shown to be mostly in Ss' ability to develop and to use an efficient cognitive organization of the stimulus continuum.
Get full access to this article
View all access options for this article.
References
1.
HupetM.CittaM.Practice effects on categorical production of vocal duration. Journal of Experimental Psychology, 1973, 100, 319–327.
2.
SiegelJ. A.SiegelW.Absolute judgment and paired-associate learning: Kissing cousins or identical twins?Psychological Review, 1972, 79, 300–316.
3.
SmithJ.KaufmanH.Identification capacities of retarded and normal children. Psychonomic Science, 1972, 28, 321–325.
