Abstract
The brief (19-item) Conceptual Style Test was individually administered to 85 first, third, and sixth grade school children. Analytic and relational responses were tabulated. An analytic response is one in which visual stimuli are grouped on the basis of similarity of stimulus elements. A relational response is one in which the grouping of the stimuli is based on a functional relationship between the stimuli. The number of analytic responses produced increased with age. This is consistent with previous findings in which the 30-item Conceptual Style Test was used. Although no sex differences were found in conceptual style, the developmental trend for boys appeared to differ from that of the girls. One advantage of the 30-item test is that it appears to elicit a higher percentage of scorable analytic and relational responses in first graders than does the brief form.
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