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Peer reviewedHolzman, Thomas G.; And Others – Journal of Educational Psychology, 1982
Developmental differences in reasoning ability and item processing demands are analyzed in a study of cognitive determinants of number analogy performance in two IQ levels of elementary school children and college students. The amount of solution-related information in working memory was the crucial processing demand. Process differentiations of…
Descriptors: Academic Aptitude, Cognitive Measurement, Elementary Education, Higher Education
