Assessed the authenticity of conservation attainment through an observational learning paradigm. First grade children (N=60) were exposed to either a peer or adult model who was either present or absent during a series of tasks. No correlation was found between social influence and observational acquisition of conservation. (Author/JAC)

Conservation judgments are based on a combination of logical necessity and empirical belief. Results of two experiments support the view that the logical aspect of conservation is developmentally stable, while the empirical aspect varies widely across problems and individuals because of its dependence on relevant experience. (Author/RD)

A general theory of how children learn conservation concepts is presented. The acquisition process is described at an abstract level in terms of a rule-sampling system, implying a three-state Markov model with identifiable parameters. Three experiments testing the model's quantitative predictions about conservation learning experiments are…

The amount of social pretend play in free-play sessions of small groups of five to seven year olds, and the symbolic features of this play, were noted. Conservation, verbal symbol substitution, and role-playing skills, were assessed as measures of cognitive symbolic skill. Results provide no evidence that these social class differences reflect…

Presented in both English and French, Science 10 is an integrated academic course that helps students in Alberta, Canada better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the interconnecting…

Appraises the respective contribution of initial competence and of imitation of modeled response in the observational learning of conservation among first grade children. (HOD)

Over 1000 out of 4000 preschoolers observed conserved identity of matter over time and roughly two-thirds of the 1000 also conserved equivalence. Follow-up showed no correlation between kindergarten conservation abilities and grade one math performance but significant correlations between equivalence conservation by end of kindergarten and grade…

Two experiments were designed to investigate among kindergarten through third-grade children the development of character constancy -- the belief that other's or self's personality characteristics are stable across time and do not change despite changes in appearance. It is proposed that character constancy of self and other is a product of both…

A study was conducted to investigate the respective contributions of personal and social factors (initial competence and imitation of modeled responses) in children's observational learning of conservation. Subjects included 180 first-grade nonconservers from six schools attended by French-speaking middle class pupils. All subjects failed…

Presented in English and French, Biology 20-30 is an academic program that helps students in Alberta, Canada, better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science…

This report describes the results of an attempt to identify a learning hierarchy for each of a number of science concepts mainly encountered first in the high school grades. The concepts studied relate to stoichiometric calculations and molarity, both from chemistry; to food web relationships and problems involving Mendel's laws from biology; to…

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…

Presented in English and French, Physics 20-30 is an academic program that helps students better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science disciplines; (2) to provide…

The cutoff method was used on longitudinal data in more than one content domain in a study attempting to determine whether the effects of schooling are general or limited. Conservation of number, an informally acquired skill, and mental addition, a formally acquired skill, were evaluated among older kindergarten children, younger 1st-grade…