By Lewis P. Lipsitt (ed.), Hayne W. Reese (ed.)
This quantity, one in a sequence, offers with the constitution of developmental idea, recursive platforms, kid's iconic realism, the position of cognition in realizing gender results, the advance of processing velocity in youth and early life and extra.
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Extra resources for Advances in Child Development and Behavior, Vol. 4
W. D y n a m i c s in psycholog>. NCLLY o r k : Liveright, 1940. Kohler, W.. & Wallach, H . Figur;il ;ifter-elYect\: An investigation o f visual processes. unP h i l o ~ ~ ~ p h Si ~o c~itert yl , 1944. 88. 269-357. McMurray. J. S. Rigidity in concep(ri;il thinking i i i erogenous and endogenous mentally retarded children. / Cotrsulritig p . \ ~ hology, ( 1954, 18, 366-370. Meili-Dworetski. G. T h e developnicnt t ) l perception in the Rorschach. In H . Vol. 2 . Yonkers, N . : WoIld H o u h , 1956.
An interaction involving RI may not reflect forgetting differences if the various groups do not exhibit equal immediate memory. Underwood ( 1954, 1964) and Keppel ( 1 965) have examined findings from both long-term and short-term memory studies, showing that variables originally thought to influence forgetting were relatively ineffectual once differences in immediate memory had been accounted for. As one possible solution to the problem. Keppel described a procedure in which groups of Ss were equated on immediate memory by presenting the material to be remembered at different rates to different groups.
J. H . ‘l‘hc development o f tw’o rekited fornis of cognition; role tiiking and verbal cornmunication. I n A. Kidd K: J . ). Prrc c p r i ~ e r lc / c , ~ ~ c , / ~ , / ~ i , r e ,N, i te. w York: International Universities Pres\. 1966. Pp. 246-273. I’ le m ing. M . Pic t or iiil c o i i i inti n iciit ioii a n e s \ a y on i t s pl Igh t . \otrl ( ‘ o t ~ ~ irri nicc~tion r R r l ~ i c , w 1962. 10. 223-237. F o x . cn. I n R . Klopfer ( E d . / ) ~ , i , [ , / i ) p / i i ~ , rirr i / . h /c~c~/rtiiy~cc~.