ABSTRACT
In the previous studies reported in this volume, the competencies that were analyzed were not ones that are transmitted by our culture in any systematic fashion. Although most children eventually come to understand what makes a shadow shrink or grow, for example, or how much change to expect when something costs 4¢ and they pay 5¢, they rarely receive direct instruction in such matters. 1 A question that naturally arises, therefore, is whether the same general progression and age norms would be obtained for competencies in which direct instruction does take place.
