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Training children on multiplicative classification

Twenty-one Ss received a matrix training task which made cognitive demands similar to the reclassification test task and 17 Ss received WISC Block Design training which was not cognitively related to the test task. Results supported the hypothesis that cognitively related training significantly improves reclassification performance, and that non-cognitively related training does not. Neither the Matrix training group, nor the Block Design training group generalized to a second reclassification task. The improvement of some Ss and not others is explained as the result of the variance in the competence and performance level of cognitive structures / Arts, Faculty of / Psychology, Department of / Graduate
Date January 1972
CreatorsHeemskerk, Antonius Jacobus
PublisherUniversity of British Columbia
Source SetsUniversity of British Columbia
Detected LanguageEnglish
TypeText, Thesis/Dissertation
RightsFor non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use

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