ABSTRACT
The models we have described in Chapters 1 to 4 all had two aspects likely to attract attention in various ways: a figurative aspect, mainly reflected in the child's memory-drawings, and an operational aspect responsible for the conceptualization of the model in accordance with the available action or operational schemata. The experiments demonstrated clearly that, contrary to what might have been expected, the second aspect plays at least as important a role in the memory as the first, from which we concluded that it would be eminently worth while to examine the remembrance of situations in which reasoning plays a more obvious role, i.e. in which the figural arrangement is bound up, not simply with a possible operational construction, but with deductive arguments.
