Abstract
The purpose of the study was to investigate the relationships between modes of information integration and performance on a variety of Piagetian concrete operational tasks. The sample consisted of 180 6- to 8-year-olds. Factor analysis of the Piaget tests revealed five interpretable factors: conversation of substance—equality, conservation of substance— inequality, conservation of number, class inclusion, and matrices. Factor analysis of the marker tests for information integration revealed two factors: simultaneous and successive. All the Piaget measures, with the exception of class inclusion, were related to the simultaneous factor. Class inclusion was weakly related to the successive factor.
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