Developmental Trends in Figure Reasoning

Abstract

Two different models of conceptualizing figure similarities were derived from Piaget's developmental theory of spatial reference systems. One model was a formal description of similarity judgements by subjects who used an observer-dependent approach, while the other model was a description of judgements according to an observer-independent approach. The results of a two alternative forced-choice similarity matching experiment with different age groups showed that both judgements and concomittant verbal justifications of elementary school or kindergarten children largely fitted with the observerdependent model, while the behaviors of young adults were predominantly compatible with the predictions of the observer-independent model. It was concluded that insight into some properties of Euclidian space is not mastered at the time that concrete operatory thinking is developed, as has been suggested by Piaget and his co-workers, but more likely is achieved in synchrony with the unfolding of formal, hypothetico-deductive reasoning.