Abstract
17 samples of Ss ranging in age from nursery school through college were shown fragmented pictures presented in progressively increasing degrees of completeness. Ss were asked to identify the pictures as early in each sequence as possible. A multiple-response procedure and a single-response procedure were employed. Stable individual and age-related differences were found with respect to (a) the degree of completeness required for a first attempt at identification, (b) the degree of completeness required for a successful identification, (c) the number of correct identifications made, (d) the ratio of correct identifications to the degree of completeness. Both linear and curvilinear relations to age were revealed.
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