Abstract
54 school children of Grades 1, 3, 5 were presented with 12 sets of 3 pictures representing high, low, and intermediate degrees along each of 6 stimulus dimensions: length, height, size, position, color, and density. Ss were tested individually, using a correctional method with knowledge of results. Comparative data justified the conclusions: (1) School children's ability to discover the general concept of middleness is a function of their developmental levels. (2) Difficulty of discovering various concepts of middleness is, in addition, contingent upon the specific stimulus dimensions. This shows that children proceed from various specific concepts to a generalized concept of middleness.
Published Version
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