Abstract
40 first-grade children, 20 of whom scored high and 20 of whom scored low on a test or part-whole perception, were tested for their ability to reconstruct part-whole configurations from memory, for their verbal descriptions of simple fabricated objects, and for their success on verbal and object tests of logical addition. Children who scored high on the part-whole test also scored significantly higher than the low group on the reconstruction, description, and logical addition tasks. Results were interpreted as supporting the view that the development of part-whole perception is predominantly mediated by the development of logiclike perceptual regulations. In the absence of such regulations, verbal formula may, however, sometimes serve as the mediating apparatus for the perception of part-whole configurations.
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