First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem as well as college students did in the ' own experiments.

Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. It then turns out that the difficulty of 'integration' is greatly reduced. Now the subject is dealing not with a strange machine but with familiar meaningful objects and it is clear to him what he is meant to do. But psychologically it is quite different. Notice that there are still two behaviour segments - 'open the right match-box to get the key' and 'use the key to open the box' - so the task seems formally to be the same.

Instead of the button-pressing machine, Cole used a locked box and two differently coloured match-boxes, one of which contained a key that would open the box. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers' one but much easier for the African males to handle. The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the ' task either. So the Kendlers concluded that they were incapable of deductive reasoning. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. (All they had to do was put it in a hole.) But they did not for the most part 'integrate', to use the Kendlers' terminology. Given the task of getting a marble by pressing the button they could get the marble given the task of getting a toy when a marble was handed to them, they could use the marble. The Kendlers found that the children could learn the separate bits readily enough. The stages consisted merely of pressing the correct one of two buttons to get a marble and of inserting the marble into a small hole to release the toy. The children were trained on each stage separately. In order to succeed they had to go through a two-stage sequence. The children were given the task of learning to operate a machine so as to get a toy. Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull's principles. One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two 'behaviour segments' in some novel way, never actually performed before, so as to reach a goal.

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