dc.contributor.author | S. Halford, Graeme | |
dc.contributor.author | Andrews, Glenda | |
dc.contributor.author | Dalton, Cherie | |
dc.contributor.author | Boag, Christine | |
dc.contributor.author | Zielinski, Tracey | |
dc.contributor.editor | Dr Robert V. Kail | |
dc.date.accessioned | 2017-05-03T13:00:18Z | |
dc.date.available | 2017-05-03T13:00:18Z | |
dc.date.issued | 2002 | |
dc.identifier.issn | 00220965 | |
dc.identifier.doi | 10.1006/jecp.2002.2665 | |
dc.identifier.uri | http://hdl.handle.net/10072/7145 | |
dc.description.abstract | Three 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.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Academic Press | |
dc.publisher.place | United States | |
dc.relation.ispartofpagefrom | 417 | |
dc.relation.ispartofpageto | 445 | |
dc.relation.ispartofedition | 2002 | |
dc.relation.ispartofjournal | Journal of Experimental Child Psychology | |
dc.relation.ispartofvolume | 81 | |
dc.subject.fieldofresearch | Psychology | |
dc.subject.fieldofresearch | Cognitive Sciences | |
dc.subject.fieldofresearchcode | 1701 | |
dc.subject.fieldofresearchcode | 1702 | |
dc.title | Young children's performance on the balance scale: The influence of relational complexity | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.date.issued | 2015-05-05T05:04:52Z | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Andrews, Glenda | |