Investigates the developmental priority of identity conservation as contrasted with equivalence conservation using quantity and number conservation tasks. (Author/AJ)

This study based on a PhD dissertation submitted to Wayne State University, indicates a "conceptual distinction within conventional Pigetian conservation tasks...The results indicate that identity conservation is developmentally prior to equivalence conservation. (Author)

Investigated was the distinction between identity conservation and equivalence conservation in 180 preschool, kindergarten and third grade students. Ss were assigned to one of six different counterbalanced orders of presentation for the conservation task battery. The factors were age, task (identity/equivalence), criterion (judgment only/judgment…

This study is a longitudinal follow-up analysis of children's performances on a number of Piagetian concrete operations tasks dealing with conservation and transitive inference. Subjects were 102 children selected from kindergarten and grades 1, 3, and 4. (Author/MP)

The efficacy of small group instructional programs in classificatory, seriation, and combined class/series skills was evaluated for a sample of 60 urban, middle-class, 4- to 5-year-old children in a transfer of training design. Significant curriculum-specific transfer effects were found for the seriation instructional condition, whereas little…

This report reviews some ostensibly conflicting empirical findings which have been reported in conjunction with Elkind's (1967) conjecture that Piaget's conservation problems tap two distinct concepts. The discrepant findings which report on the order of emergence of identity conservation and equivalence conservation are discussed. An analysis of…

Kindergarten and third grade children originally assessed in 1973 were retested one year later on a series of conservation and transitive inference tasks (length and weight content areas). An additional sample of matched cohort/grade subjects was assessed in the second year only to permit evaluation of repeat measurement biases for the…

The efficacy of small group instructional activities dealing with transitive inference, conservation, and class inclusion of length was investigated in a sample of kindergarten (N=44) and first grade (N=45) boys and girls. (Author/MP)

This report is the initial overall summary of a comprehensive analysis of children's logical concept attainments and memoric abilities and deals exclusively with the initial and second year's assessment data. The focal point for this normative investigation is the concrete operations period spanning the years of middle childhood. The measurement…

This 4-year longitudinal study of logical reasoning found complex interrelationships among different cognitive processes of children ages 6 to 15. Piaget's stage theory is discussed in the introduction, with a focus on the concrete operational stage in middle childhood. In the study, a representative array of logical concept tasks and short-term…

While the purpose of this project was curriculum development, long range benefits are contingent upon a radical reorganization and upgrading of public school systems throughout Appalachia. Subjects in the pilot assessment consisted of 80 children (3 1/2 to 6 1/2 years old) and their mothers from each of Monongalia and Upshur Counties, West…