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Abstract
The study investigated the influence of acquired directional scanning habits on two versions (horizontal versus vertical presentation of stimuli) of an inductive reasoning test by contrasting Japanese-speaking and English-speaking (Australian) groups. The developmental trend of that influence was also investigated. Subjects were Grades 1, 5 and 7 students in both groups. The results indicated that the Japanese sample scored higher on the vertical version of the experimental test, while the Australian group scored higher on the horizontal version when timed group testing was administered to the subjects. For the individually administered test without time limit, the most marked effect was with the Australian Grade 5 students who performed better on the horizontal version than on the vertical version.
