animals, etc.). They also learn that things can be further identified beyond class--flower, chair, adults, and dogs or cats, for example. Prior to classification and sorting tasks commonly administered to measure conceptualization, the chronological stages of development where symbolic representation is acquired must obviously be reached.
Among the various interrelationships between and among cognitive styles, there appears to be an important interaction between certain elements of scanning and reflective/impulsivity. It has been reported from several studies that the error rate of children who approach problem solving with impulsivity can be significantly reduced if they are taught scanning procedures. In the process, such individuals are able to increase response time (be more reflective) and reduce the rate of error ( Drake, 1970; Siegelman, 1969; Egeland, 1974).
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