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From this perspective, and by exploiting Item Response Theory, performances of
persons on Raven’s Progressive Matrices (exemplifying the psychometric approach) and
performances on three Piagetian tasks (the Balance, Chemical Combinations, and Correlations
tasks) are mapped onto a single continuum of intellectual development. The implication is that
qualitative and quantitative conceptions of intellectual development are closely interlinked:
within each cognitive-developmental stage, a series of small, incremental, quantitative changes
occur and evolve into a major qualitative change in cognitive functioning...
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