32 Ss were randomly selected from classes of kindergarten students in a small community elementary school. Ss filled a 2 × 2 × 2 randomized factorial design based on sex, time stress, and number of irrelevant dimensions. Dimensions were not irrelevant and one irrelevant; there were self-timed trials and 2-sec. response-limit trials. Proportion correct responses were recorded. Only time was significant: Ss in the self-timed condition performed significantly better than Ss in the 2-sec. hold-down condition.
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