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A Reappraisal of the Relation between Performances of Quantitative Identity and Quantitative Equivalence Conservation Tasks.
Peer reviewed Peer reviewed
Cowan, Richard – Journal of Experimental Child Psychology, 1979
Two experiments were conducted to investigate children's performance on different number versions of identity and equivalence conservation tasks. Subjects were 88 children ranging in age from four to six years. (MP)
Descriptors: Age Differences, Concept Formation, Conservation (Concept), Early Childhood Education
Performance in Number Conservation Tasks as a Function of the Number of Items.
Peer reviewed Peer reviewed
Cowan, Richard – British Journal of Psychology, 1979
Five-year-olds were found to give more conserving responses to small number versions than to a large number version of a test of identity conservation. Superiority of performance with small number versions was reduced but not eliminated when the opportunity to requantify was removed. (Author/SJL)
Descriptors: Concept Formation, Conservation (Concept), Developmental Psychology, Kindergarten Children
Children's Relative Number Judgments: One-to-One Correspondence, Recognition of Noncorrespondence, and the Influence of Cue Conflict.
Peer reviewed Peer reviewed
Cowan, Richard – Journal of Experimental Child Psychology, 1984
Studies five-year-olds' relative number judgements of small and large number displays with and without perceptual aids. Children were found to respond to local rather than global density differences and to benefit from the provision of perceptual aids on both small and large number displays. (Author/AS)
Descriptors: Computation, Concept Formation, Conservation (Concept), Cues