Abstract
Developmental changes in the amount of social consensus in grid ratings are investigated in six samples of school children spanning the age range 6–17. The grids studied use supplied constructs and elements elicited to represent various categories of stories (e.g. favourite, hard). On these grids there is increasing consensus in construing across the age span studied. This consensus is substantially higher for patterns of inter‐construct relationships (the structure of the system) than for ratings of specific elements on specific constructs (the implications of the system). The results also suggest that systematic relationships can be expected between group and individual patterns of response, when the structure is considered in terms of specific ‘interpreted’ dimensions of variation. Correspondence between group and individual patterns at this more global level does not show any clear developmental pattern. Instead, the lesser consensus of the younger subjects seems to reflect a more idiosyncratic patterning of the major dimensions of construing, within which the dimensions themselves are preserved.
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