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Abstract

Third, fourth, and fifth graders were given two forms of a class inclusion test and three tests that presumably tap psychological differentiation, the Matching Familiar Figures Test, the Embedded Figures Test, and a leveling-sharpening test. Performance on embedded figures and leveling-sharpening tests correlated with performance on traditional items of class inclusion, suggesting that psychological differentiation is linked to class inclusion. However, age changes in differentiation do not account for age changes in class inclusion. Rather, it appears that level of differentiation inhibits or facilitates the presence of class inclusion by interacting with a more basic competency which changes with age.

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Relation in Children of Psychological Differentiation and Reasoning by Class Inclusion

Abstract

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