Abstract
KALIL, KATHLEEN; YOUSSEF, ZAKHOUR; and LERNER, RICHARD M. Class-Inclusion Failure: Cognitive Deficit or Misleading Reference? CHILD DEVELOPMENT, 1974, 45, 1122-1125. 64 kindergarten and 64 first-grade subjects were administered Piaget's class-inclusion task and revised class-inclusion tasks involving several procedural variations. Each of these revisions, relating to referencing, equivalence of subclass elements, and auditory cue sequence, enhanced performance, as compared with Piaget's standard procedures. These results are considered in terms of 2 possible interpretations, the reduction of inferred learning sets and the interrelation of Piagetian operational development and task conditions.
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