the new experiences through the lens of the preexisting ideas. Infants learn that new objects can be grabbed in the same way of familiar objects, and adults explain the day's headlines as evidence for their existing worldview. However, the application of standardized Piagetian theory and procedures in different societies established widely varying results that lead some to speculate not only that some cultures produce more cognitive development than others but that without specific kinds of cultural experience, but also formal schooling, development might cease at certain level, such as concrete operational level. A procedure was done following methods developed in Geneva (i.e. water level task). Participants were presented with two beakers of equal circumference and height, filled with equal amounts of water. The water from one beaker was transferred into another with taller and smaller circumference. The children and young adults from non-literate societies of a given age were more likely to think that the taller, thinner beaker had more water in it. On the other hand, an experiment on the effects of modifying testing procedures to match local cultural produced a different pattern of results. In the revised procedures, the participants explained in their own language and indicated that while the water was now "more", the quantity was the same. Piaget's water level task has also been applied to the elderly by Formann and results showed an age-associated non-linear decline of performance. Relation to psychometric theories of intelligence Researchers have linked Piaget's theory to Cattell and Horn's theory of fluid and crystallized abilities. Piaget's operative intelligence corresponds to the Cattell-Horn formulation of fluid ability in that both concern logical thinking and the "eduction of relations" (an expression Cattell used to refer to the inferring of relationships). Piaget's treatment of everyday learning corresponds to the Cattell-Horn formulation of crystallized ability in that both reflect the impress of experience. Piaget's operativity is considered to be prior to, and ultimately provides the foundation for, everyday learning, much like fluid ability's relation to crystallized intelligence. Piaget's theory also aligns with another psychometric theory, namely the psychometric theory of g, general intelligence. Piaget designed a number of tasks to assess hypotheses arising from his theory. The tasks were not intended to measure individual differences and they have no equivalent in psychometric intelligence tests. Notwithstanding the different research traditions in which psychometric tests and Piagetian tasks were developed, the correlations between the two types of