Abstract
Preschoolers were tested on a variety of oddity problems—that is, problems where one object in a set of four differed from the other three on one dimension. These dimensions consisted of colour, size, or form. The children were most accurate on size oddity problems in which one object was bigger than the others. They were almost as accurate on colour oddity problems. Form problems were next, and size oddity problems wherein the odd object was smaller than the other three objects were next. These decalages are interpretable in terms of relational complexity theory and executive function.
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