Reesink C J
J Genet Psychol. 1985 Dec;146(4):439-47. doi: 10.1080/00221325.1985.10532462.
Four tasks involving Piaget's Euclidean and projective space were administered to a total of 99 students in Grades 8, 10, and 12: Task 1, Volumes of Revolution; Task 2, Geometric Sections; Task 3, Folding Patterns; and Task 4, Projection of Shadows. A scalogram analysis indicated that the tasks scaled in increasing order of difficulty in the following order: Task 1, Task 4, Task 2, and Task 3. These results did not support Piaget's position that projective and Euclidean concepts develop concurrently. Also, significant differences between task performance with regard to gender were found for Tasks 3 and 4. Significant differences between task performance and grade level for Tasks 1 and 4 were found. Standardized achievement test performance and task performance relationships were significant in 3 of the 16 analyses.
我们对99名八年级、十年级和十二年级的学生进行了四项涉及皮亚杰的欧几里得空间和射影空间的任务：任务1，旋转体体积；任务2，几何截面；任务3，折叠图案；任务4，阴影投射。量表分析表明，这些任务的难度按以下顺序递增：任务1、任务4、任务2和任务3。这些结果并不支持皮亚杰关于射影概念和欧几里得概念同时发展的观点。此外，在任务3和任务4中，发现了任务表现方面的性别显著差异。在任务1和任务4中，发现了任务表现与年级水平之间的显著差异。在16项分析中的3项中，标准化成就测试表现与任务表现之间的关系显著。
