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ERIC Number: EJ137103
Record Type: Journal
Publication Date: 1976
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
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Counting Strategies and Semantic Analysis as Applied to Class Inclusion
Wilkinson, Alexander
Cognitive Psychology, 8, 1, 64-85, Jan 76
This study examines strategic and semantic aspects of the answers given by preschool children to class inclusion problems. Results show that children understand the semantics of inclusion but are unable to coordinate their semantic knowledge with enumeration strategy. (Author/DEP)
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Language: N/A
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