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| Turner, Irene F. | 1 |
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Peer reviewedTurner, Irene F.; Bentley, Grace – Contemporary Educational Psychology, 1982
Social-matching problems were verbally presented to children either with or without concrete models. In each condition, information was provided which was sufficient, superfluous, or irrelevant. Problems containing only irrelevant information were the most difficult, although models enhanced the performance of younger children but depressed the…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Foreign Countries
