Cohen H G
J Genet Psychol. 1987 Mar;148(1):71-8. doi: 10.1080/00221325.1987.9914538.
During October and November of 1983, three subsamples were selected from three schools in Mesa, Arizona: 34 students in 6th grade, 34 students in 8th grade, and 34 students in 10th grade. A battery of Piagetian-type tasks were individually and randomly administered to each subject. Seven tasks examined projective spatial conceptual abilities, and three tasks examined Euclidean abilities. The same battery of tasks was again administered to the same subjects during November and December of 1984 when all the subjects were in the next grade, that is, 7th, 9th, and 11th. Because of attrition, the number of students tested during the second year were 33, 30, and 28, respectively. To test for significant differences between grade levels, a chi-square one-sample procedure was used. Out of a possible 50 tasks, significant differences were detected in 36 (72%). Those findings, along with an examination of the percentage of students passing each task, support the notion of sequential development of spatial conceptual abilities.
1983年10月和11月期间，从亚利桑那州梅萨市的三所学校中选取了三个子样本：34名六年级学生、34名八年级学生和34名十年级学生。一系列皮亚杰式任务被单独且随机地施测于每个受试者。七项任务考查投射性空间概念能力，三项任务考查欧几里得能力。1984年11月和12月，当所有受试者升入下一年级，即七年级、九年级和十一年级时，同样的一系列任务再次施测于相同的受试者。由于人员流失，第二年测试的学生人数分别为33名、30名和28名。为了检验不同年级水平之间的显著差异，使用了卡方单样本程序。在可能的50项任务中，有36项（72%）检测到显著差异。这些发现，连同对通过每项任务的学生百分比的考察，支持了空间概念能力顺序发展的观点。
