Abstract
The general aim of the present study was to test the hypothesis that the younger the child the more perceptual/concrete are the concepts used. Two questions were posed. Firstly, is there a difference between children and adults in using both concrete and abstract concepts as opposed to only one kind of concept? Secondly, is there a difference between children and adults in using either concrete or abstract concepts for the first of two different kinds (concrete or abstract) of concepts used? Equivalence tasks of a forced-choice type were employed to test the use of concrete and abstract concepts. Only in a minority of cases were significant differences obtained between children and adults regarding (a) the use of both concrete and abstract concepts and, (b) the first of two different kinds of concepts used.
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