Third- and fourth-grade children were administered a series of perceptual-motor tasks, termed the Figure Reproduction Test, and two tests of intellectual ability, the Pintner Test and Stanford Achievement Test. The results confirm the hypothesis that some children display a motoric style while others are represented by a conceptual style. Low positive, and in some cases, significant relationships were obtained between the intellectual ability tests and the perceptual-motor test, but a general appraisal of the data indicates specificity of abilities.
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