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dc.contributor.authorS. Halford, Graeme
dc.contributor.authorAndrews, Glenda
dc.contributor.authorDalton, Cherie
dc.contributor.authorBoag, Christine
dc.contributor.authorZielinski, Tracey
dc.contributor.editorDr Robert V. Kail
dc.date.accessioned2017-05-03T13:00:18Z
dc.date.available2017-05-03T13:00:18Z
dc.date.issued2002
dc.identifier.issn00220965
dc.identifier.doi10.1006/jecp.2002.2665
dc.identifier.urihttp://hdl.handle.net/10072/7145
dc.description.abstractThree experiments investigated the effect of complexity on children's understanding of a beam balance. In nonconflict problems, weights or distances varied, while the other was held constant. In conflict items, both weight and distance varied, and items were of three kinds: weight dominant, distance dominant, or balance (in which neither was dominant). In Experiment 1, 2-year-old children succeeded on nonconflict-weight and nonconflict-distance problems. This result was replicated in Experiment 2, but performance on conflict items did not exceed chance. In Experiment 3, 3- and 4-year-olds succeeded on all except conflict balance problems, while 5- and 6-year-olds succeeded on all problem types. The results were interpreted in terms of relational complexity theory. Children aged 2 to 4 years succeeded on problems that entailed binary relations, but 5- and 6-year-olds also succeeded on problems that entailed ternary relations. Ternary relations tasks from other domains-transitivity and class inclusion-accounted for 93% of the age-related variance in balance scale scores.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAcademic Press
dc.publisher.placeUnited States
dc.relation.ispartofpagefrom417
dc.relation.ispartofpageto445
dc.relation.ispartofedition2002
dc.relation.ispartofjournalJournal of Experimental Child Psychology
dc.relation.ispartofvolume81
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titleYoung children's performance on the balance scale: The influence of relational complexity
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2015-05-05T05:04:52Z
gro.hasfulltextNo Full Text
gro.griffith.authorAndrews, Glenda


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