In an extension of an earlier study by Siegler and Richards, 102 first-, third-, fifth-, and seventh-grade children were asked to judge the relative speeds, distances, and durations of travel in 16 selected displays of two toy trains moving in the same direction down parallel tracks. A major variant in the present investigation was the use of displays in which speeds, distances, and durations were sometimes equal instead of always unequal. The results further clarify both the order of concept acquisition and the nature of thought during the development of each concept.
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