Abstract
Children’s understanding of inclusion relations has been a topic of major theoretical concern in the study of cognitive development (see e.g. Inhelder and Piaget, 1964; Trabasso, Isen, Dolecki, McLanahan, Riley and Tucker, 1978; Winer, 1980). Inclusion relations describe the different levels of a hierarchical classification system? each successive level of the system is inclusive or superordinate to its subordinate levels. Children’s understanding of inclusion is assessed by asking them questions such as: “Are there more roses or flowers?”, where roses represent the subordinate and flowers the superordinate level of inclusion.
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© 1983 Plenum Press, New York
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Smitsman, A.W., Pick, A.D. (1983). Perception of Inclusion in Collections of Objects. In: Rogers, D., Sloboda, J.A. (eds) The Acquisition of Symbolic Skills. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-3724-9_36
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DOI: https://doi.org/10.1007/978-1-4613-3724-9_36
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