This study analyzes the performances of 330 children representing kindergarten, first grade, second grade, third grade, and fourth grade on two class-inclusion problem-solving tasks each presented in one of three randomly assigned sensory conditions as follows: auditory, auditory-visual, or auditory-visual-kinesthetic. The purpose of this investigation is to observe the effects of increasing amounts of sensory stimuli on the problem-solving abilities of young children.Applied Behavioral Studie
