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The class inclusion question: a case study in applying pragmatics to the experimental study of cognition
For more than 70 years, Piaget’s class-inclusion task (given, e.g., five asters and three tulips, the child is asked whether “there are more asters or more flowers”) has been the object of experimental investigation. Inclusion is of considerable importance for cognitive science as it is a key concep...
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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Springer International Publishing
2016
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4951384/ https://www.ncbi.nlm.nih.gov/pubmed/27478750 http://dx.doi.org/10.1186/s40064-016-2467-z |