The use of concrete and abstract concepts by children and adults

Cognition 2 (1):49-58 (1973)
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Tested the hypothesis that the younger the child the more perceptual and concrete are the concepts used. Differences were examined between children and adults (a) in using both concrete and abstract concepts as opposed to only one kind of concept, and (b) in using either concrete or abstract concepts for the 1st of 2 different kinds (concrete or abstract) of concepts. Equivalence tasks of a forced-choice type were employed to test the use of concrete and abstract concepts by 45 1st graders and 45 undergraduates. Only in a minority of cases were significant differences obtained between the groups. (French summary).



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