Kindergarten children gave uses for objects under 2 conditions: look-only, and look-and-handle. Under the latter condition, children gave significantly more "nonstandard" uses than under the former. "Nonstandard" uses depend prominently on changes in the composition or spatial position of an object, and these changes come more readily to mind when an object is both seen and handled. The results raise questions about the effects of various modes of contact with stimulus material in any study of thinking, and the role of manipulative activity in development.
|Number of pages||12|
|Publication status||Published - Mar 1969|