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Data from 60 1st-3rd graders support the existence of a stage in the development of multiple seriation during which elements are seriated on one dimension and classified on the other. Results suggest the potential utility of fine-grained stage analyses in elucidating (a) mechanisms of progression through a stage sequence and (b) more generally, mechanisms of information processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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