Abstract
Five concrete and five formal tasks were administered to 64 second-, fourth-,sixth, and eighth-grade subjects. A significant grade effect ( p ⩽ .01) but no significant sex effect or interaction was found. A cluster analysis indicated that four of the five formal tasks grouped together, two of the five concrete tasks grouped together, and the rest of the tasks remained isolated. These results were interpreted as supporting both Piaget's qualitative hypothesis and the structural characteristics of the concrete and formal stages.
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