Investigates whether distinctions in cognitive structures between formal and concrete operational students effect their ability to produce an accurate cognitive structure, retain geometric content, and retain cognitive structures. Concludes that clear structures can be derived for the students. (Author/YP)

Five- to six-year-old children estimated the size of Euclidian objects using an addition rule of Height plus Width, rather than a multiplying rule. Within the framework of information integration theory, tested whether intensive handling of objects would facilitate shift from addition rule to multiplication rule. Found that following handling,…