By J. Mehler & T. G. Bever (Editors)
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Extra info for Cognition, Vol. 2, No. 3
Several other findings may be explained on the basis of assimilation to primitive concepts without certain critical components which require particular strategies of inference or attention to particular cues. Ervin-Tripp and Foster (1960) found that children tended to treat ‘good’, ‘pretty’ and ‘happy’ as synonyms for the purpose of categorizing faces. The same children also confused physical dimensions such as weight, strength and size. ‘, while older children judge fullness as a proportion, Likewise, Piaget, has noted (Flavell, 1963) that pre- 310 Jonathan Baron adolescent children assimilate probability, a proportion, to frequency.
As Levinthal has demonstrated (suggested), we must consider . . This again can be proven (supported) by Cohen’s article . . In order to prove (test) her theory . . His subjects had pre-conceived emotions (attitudes) concerning . . This may infer (imply) that . . 2. Note that the first three examples here stem to involve a component distinguishing doubt from presupposed certainty. to be a common sort of error. This seems Errors which appear to involve meaning, such as substituting ‘prove’ for ‘support’ may arise in two ways, depending on whether the intended meaning is correct or not.
In other cases the task may involve producing a word, or saying whether or not a word is appropriate to a situation. Here the strategy may involve selecting relevant cues from the situation, possibly using information from these to select other cues and ultimately producing or verifying the word. Some. times the ‘situation’ may be provided entirely or in part through verbal description so that a verification task may require attention to purely verbal aspects of the situa. tion. Thus, different strategies may be involved in action tasks like those described above, word-production tasks and verification tasks.