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Direct linkRobinson, E. J.; Haigh, S. N.; Pendle, J. E. C. – Developmental Science, 2008
In three experiments (N = 48 3- to 4-year olds; 100 3- to 5-year olds; 54 4-year-olds), children who could see or feel a target toy, recognized when they had sufficient information to answer "Which one is it?" and when they needed additional access. They were weaker at taking the informative modality of access when the choice was between seeing…
Descriptors: Recognition (Psychology), Toys, Young Children, Comprehension
