A Comparison of Complementary and Taxonomic Utilization: Significance of the Dependent Measure

Preschool children's utilization of complementary relations (e.g., environmental associates such as bird-nest, dog-bone) and taxonomic relations (e.g., items related categorically such as two or more fruit) was compared using three response measures that varied the task demands placed on the child. These three response measures were: generating a related verbal response to a single picture study card; selecting the one of two choice pictures that was related to the study pictures; justifying the picture choice selected. For one set, the correct response was related taxonomically to the study picture. For the second set, a correct response formed a complementary pair with the study picture. Based on a conceptual analysis of the task, it was argued that picture choice would be less demanding for the child than justification of the picture choice which in turn would be less demanding than generating an appropriate pair. It was predicted that as task demands increased performance would decrease for both complementary and taxonomic pairing. More importantly, functionally and perceptually available complementary pairs should be maintained at progressively higher levels relative to more abstract and hierarchically related taxonomic pairs. In addition, as task demands increase, complementary intrusions should produce one source of systematic error in the taxonomic condition. The results supported these predictions

Harbour Grace Standard

The Harbor Grace Standard was published from December 1859 to 1936[?], providing coverage of the Conception Bay area as well as other news. The frequency was weekly save for a brief semiweekly interlude between 1888-94 and there is a publication gap between 1868 and February 1871. Many issues are missing in the later years.Alternative title from common misspelling, as the city's modern name features a "u.

Helping children apply their knowledge to their behavior on a dimension-switching task

To investigate why 3‐year‐olds have difficulty in switching sorting dimensions, children of 3 and 4 years were tested in one of four conditions on Zelazo's card sort task: standard, sleeve, label and face‐up. In the standard condition, children were required to sort blue‐truck and red‐star cards under either a blue‐star or red‐truck model card, first by color or shape, and then by the other dimension. Here 3‐year‐olds sorted correctly until the dimension changed; they continue to sort by the initial dimension. The sleeve condition (placing the sorting cards in an envelope prior to sorting) had little effect. In the label condition, the child labeled the relevant sorting dimension on each trial. Most 3‐year‐olds succeeded; evidently their labeling helped them refocus their attention, overcoming ‘attentional inertia’ (the pull to continue attending to the previously relevant dimension). In the face‐up condition, attentional inertia was strengthened because sorted cards were left face‐up; 4‐year‐olds performed worse than in the standard condition. We posit that attentional inertia is the core problem for preschoolers on the card sort task