Abstract
Summary. A battery of 28 individually administered tests, comprised of measures derived from the work of Piaget, of simple and complex learning, of language, STM, LTM and intelligence were given to 210 children aged 5.6 to 6.0 during their first year of schooling. The children were drawn from 21 schools: seven schools from each of three areas rated as privileged, average and underprivileged. Factor analysis revealed seven significant factors amongst which were separate ones for language and operativity. The latter is defined and the usefulness of the Piagetian measures is discussed as is their relationship with the other measures, and the sensitivity of all measures to influences associated with socio‐economic status.
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