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Abstract
Abstract The aim was to explore the incidence of formal thinking in junior school children and the extent to which it is concretely operated and linguistically tied. Verbal three‐term tests were used with children of two large urban junior schools, performance being related to age and mental ability. Findings largely support Piaget's view that formal thinking is not established till C.A. = 11‐12 years, and more strongly supports Peel's opinion that 11‐12 years M.A. is the boundary.
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