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The next few chapters are spent analysing the protocols of children of different abilities at work on a variety of seriation problems, and writing production systems (PSs) to model their performance. Despite the temptation to present each protocol in painstaking detail and point out the ways in which a PS accounts for-or often more interestingly, fails to account for-subtle features of the child’s behaviour, we shall try to restrict ourselves to just enough data to support the PSs and illustrate the psychological findings.
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