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. Author manuscript; available in PMC: 2011 May 1.
Published in final edited form as: Cogn Sci. 2010 May 1;34(5):826–862. doi: 10.1111/j.1551-6709.2010.01108.x

Fig. 2.

Fig. 2

Ratings of difference scores for likelihood of experts for different domains in Study 1 with standard errors shown. Younger children sensed the plausible vs. implausible domain difference earlier for the aggregate artifact category than living kind category. There was a dramatic rise from Kindergarten to Second Grade in the ability to sense appropriate expert categories for living kinds.