An Analysis of Synchrony between Concrete-operational Tasks in Terms of Structural and Performance Demands

Abstract

ToUSSAINT, N. A. An Analysis of Synchrony between Concrete-operational Tasks in Terms of Structural and Performance Demands. CHILD DEVELOPMENT, 1974, 45, 922-1001. A set of tasks theoretically presumed to require equivalent logical competence (multiplication of classes, multiplication of relations, seriation, and transitivity) was administered to 32 first graders and 32 second graders. The performance demands were made equivalent by equating across tasks the amount of stimulus information and response requirements. Response measures emphasizing the operative and figurative aspects were compared within each task. Correlations indicated that the operative measures were the most successful in producing a high degree of correspondence in the levels of performance across tasks. Factor analyses confirmed the theoretical distinction between operative and figurative factors. The findings are discussed in relation to the importance of incorporating the figurative-operative distinction in the assessment of logical concepts.