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Summary
Kindergarten children (N = 120) who failed seriation, conservation of mass and number, and additive-composition were administered attention and classification tests, and then random groups of 20 were trained with varying modes of specific and nonspecific cue oddity set techniques.
Kindergarten children (N = 120) who failed seriation, conservation of mass and number, and additive-composition were administered attention and classification tests, and then random groups of 20 were trained with varying modes of specific and nonspecific cue oddity set techniques.