Which of the Following Is NOT an Aspect of Robert

Which of the following is NOT an aspect of Robert Siegler's observations of children's problem-solving abilities?

A) When very young children eventually develop a rule for problem-solving, the rule will evaluate or take into account only one dimension of the problem they are attempting to solve.
B) Children acquire strategies or rules for problem-solving by experiences such as trial-and-error and experimentation.
C) Children follow a logical sequence in their development of rules for problem-solving, and the rate at which they move through the sequence is dependent upon their experiences.
D) Cognitive development occurs as children experience progressively more complex educational demands and challenges within a formal setting.