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An attempt was made to reproduce L.S. Vygotsky’s study on development of concepts, in order to identify ways that contemporary 7- and 9-year-olds use to solve the task of the Vygotsky’s cubes (double stimulation technique). The assumption about the relationship between the dominant method of abstraction used by elementary schoolchildren and their level of intellectual development was tested. For the purposes of the study 197 children enrolled in 1st (n = 102) and 3rd classes (n = 95) were tested. Our results partially coincide with those obtained by other authors, and the differences and similarities are discussed. Qualitative differences in performance on the double stimulation technique were also found between the children scoring high versus low scores on the Raven’s SPM test, showing different thinking processes between those groups. We discuss the significance for further research of obtained relationship between the elementary schoolchildren approach to the double stimulation technique and the level of their intellectual development.

Intellectual Development of Elementary Schoolchildren and Their Performance on the Vygotsky-Sakharov Method