Abstract
Summary This study conducted on 58 girls aged six to nine years was undertaken to validate a major hypothesis deriving from Jean Piaget's theory of cognitive development. This stated that general levels of cognitive functioning can be established which emerge simultaneously in all three areas of number, space, and time and make appropriate the concept of clearly identifiable stages in cognitive development. The concrete operational stage was looked at specifically. Five tests each were selected from Piaget's books on the development of number, space, and time, and these, constituting three separate batteries, were administered to each child on independent testing sessions. Although consistency of functioning was sometimes apparent in one content area for a particular group, this was not necessarily evident in other areas for the same group. This placed considerable duress on Piaget's theory that a broad band of development cuts across number, space, and time conceptualization simultaneously.
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