Concept attainment by reflective and impulsive children as a function of memory support

J. D. McKinney, C. Banerjee

Research output: Contribution to journalArticlepeer-review

Abstract

Reflective and impulsive fourth graders (40 Caucasian) were given concept attainment problems under one of two memory support conditions. The results indicated that memory aids during problem solving were more beneficial to impulsive children than to reflective children.

Original languageEnglish (US)
Pages (from-to)417-418
Number of pages2
JournalPerceptual and motor skills
Volume41
Issue number2
DOIs
StatePublished - 1975

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Sensory Systems

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