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. Author manuscript; available in PMC: 2010 Jan 1.
Published in final edited form as: Child Dev. 2009 Jan-Feb;80(1):162–177. doi: 10.1111/j.1467-8624.2008.01252.x

Figure 4.

Figure 4

Accuracy results for Few (a.) and Many (b.) tasks, plotted as mean percent error ± 1 SEM separately for children and adolescents. Across both tasks, children and adolescents were less accurate at identifying the configural (CS) compared to the elemental (ES) information.