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ERIC Number: EJ444932
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0012-1649
Beyond Competence and Performance: Children's Class Inclusion Strategies, Superordinate Class Cues, and Verbal Justifications.
Chapman, Michael; McBride, Michelle L.
Developmental Psychology, v28 n2 p319-27 Mar 1992
Children of 4 to 10 years of age were given 2 class inclusion tasks. Younger children's performance was inflated by guessing. Scores were higher in the marked task than in the unmarked task as a result of differing rates of inclusion logic. Children's verbal justifications closely approximated estimates of their true competence. (GLR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A