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Peer reviewedRabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly – Journal of Experimental Child Psychology, 2002
This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…
Descriptors: Age Differences, Children, Classification, Cognitive Development
