Identity and Equivalence Conservation: Longitudinal Field Studies in Sequence and Significance.

Nash, Chris

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Peer reviewed

ERIC Number: EJ299992

Record Type: Journal

Publication Date: 1984

Pages: N/A

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ISBN: N/A

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Identity and Equivalence Conservation: Longitudinal Field Studies in Sequence and Significance.

Nash, Chris

British Journal of Educational Psychology, v54 pt1 p1-7 Feb 1984

Describes a field study of kindergarteners which found 1,006 pupils conserved identity up to 8 months, and 693 pupils conserved identity and equivalence. Follow-up studies showed no relationship between kindergarten conservation abilities and grade 1 math skills, although grade 6 math performance correlated significantly with kindergarten conservation of equivalence. (MBR)

Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Educational Research, Elementary Education, Field Studies, Foreign Countries, Kindergarten Children, Longitudinal Studies, Mathematical Concepts, Observation, Play, Preschool Education, Research Methodology

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A