Abstract
Sixth-grade and college-level students grouped two types of stimuli (words or pictures) in increasing or decreasing numbers of categories. A factorial design was used to evaluate this cognitive-developmental aspect of the subsumptive process. The procedure was to ask one group of subjects at each age level to form sets of pictures or words in pairs, then in fours and then in sixes. Comparative groups were asked to reverse this subsumptive process beginning by grouping pictures or words into sixes, then into fours, and then into pairs. Reasons given for the forming of groups were investigated. The college students, as opposed to sixth graders, were more efficient in the subsumptive process, made more efficient cognitive transformations, were more facile with both words and pictures, and used more abstract representational reasons for their groupings. This pattern of results supports Piagetian assumptions of cognitive growth from concrete to formal thought.
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