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Peer reviewedMesser, David; Joiner, Richard; Light, Paul; Littleton, Karen – Educational Psychology: An International Journal of Experimental Educational Psychology, 1998
Investigates predictions derived from the Karmiloff Smith framework for understanding the process of cognitive development. Finds broad support for the model but also indicates that behavior for some tasks is more variable than expected; and, contrary to expectations, that more abstract tasks did not disrupt behavior to any large extent. (DSK)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Educational Psychology
