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Wilkening and Anderson recently criticized Siegler's rule-assessment methodology as being insufficiently diagnostic of some rules that may be used to solve tasks like the balance scale. An implication of this criticism is that the rule-assessment method may yield classifications that vary with the problems used to assess knowledge. We tested this(More)
R.S. Siegler (1981, Monographs of the Society for Research in Child Development, 46 C2, Serial No. 189) has shown that performance on several Piagetian tasks is governed by similar rule structures. The purpose of the first study was to extend his analysis to the inclined-plane task, replicate his original observations about development on the balance-scale(More)
Twice a week observation of five infants' vocalizations during the first 30 weeks of life showed that hearing impaired infants displayed different language patterns than normally hearing infants. Developmental differences in vocal activity were observed by six weeks of age, suggesting that hearing impaired infants may differ from unimpaired infants earlier(More)
After describing the criterion scores which have been used to assess behavior in the interrupted task paradigm (ITP), a summary of the research literature is presented. ITP as a source of data for evaluating the psychoanalytic theory of repression is found not to allow for the separation of learning and retention effects, and so is not well suited to the(More)
High-and low-distractible retardates of mixed etiology and normals of a comparable MA learned a 3-choice size discrimination with and without an additional cue. For i of the Ss in the cue conditions the cue always indicated the correct stimulus (positive condition), and for the other i the cue indicated an incorrect stimulus (negative condition). For J of(More)