The effects of information load upon the identification capacity of 3-, 7-, and 9-yr.-oId normal children (ns = 5, 4, 3) were examined. A substantial increase in transmitted information was found as a function of the mean chronological age of the three samples. Important individual differences, however, were observed within each group, which are shown to be mostly in Ss' ability to develop and to use an efficient cognitive organization of the stimulus continuum.
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