Abstract
WINER, GERALD A. An Analysis of Verbal Facilitation of Class-Inclusion Reasoning. CHILD DEVELOPMENT, 1974, 45, 224-227. Studies have shown that class-inclusion questions presented in a purely form are less difficult than similar items presented in reference to pictures-a phenomenon labeled the verbal facilitation effect. The present study shows that this effect is due to variations in cues as opposed to differences in pictorial cues.
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