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age groups age levels Analysis child Class I Class Class I Post-Training Class I problems cognitive color of Tell-Me complementarity errors differ significantly Difference Scores efficient strategies four Class four lights fourth graders half strategy logically equivalent Mary Washington College Master of Arts Mean EIV Scores mean number multiple disorderly strategy negative information non-conservers number of children number of lights number of possible number of trials Older Younger Older optimal strategy Percent of Problems possible solutions Post-Training Class Pre-Training Post-Training pre-training problems press T-M problem solving strategies problems were introduced relevant button selections of lights Smedslund special button standard deviation strategy training subjects T-M turned green Tell-Me is pressed Tell-Me turn green Tell-Me will turn training method training procedures transfer problems trials required trials to solution types of strategies utilised verbal rule instruction WISC Scores younger children