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Peer reviewedCramer, Phebe – Journal of Experimental Child Psychology, 1983
Studied 54 kindergarten children to investigate whether a common cognitive capacity underlies both homonym understanding and conservation status. Results indicated conservation status is significantly related to homonym understanding, over and above the rate of the child's general vocabulary level. (Author/CI)
Descriptors: Cognitive Ability, Comprehension, Conservation (Concept), Early Childhood Education
