Piaget's conservation paradigm was used to assess five- to seven-year-old children's understanding of the permanence of various kinship roles. Children's conservation was studied by applying certain transformations on single- and multiple-kinship role combinations. Kinship conservation developed gradually in this age range. Females' performance…

Cardinal-ordinal abilities and attentional preferences of kindergarten nonconservers, kindergarten conservers, and third grade conservers of number were compared by employing standarized versions of Piagetian cardinal-ordinal tasks and a triad preference task. (Author/JMB)

Examined seriation, conservation, and theory of mind abilities in 16 adolescents and adults with autism, in 16 adolescents and adults with mental retardation, and in 16 normally developing children. Found that participants with autism performed better than participants with mental retardation on seriation, while no differences emerged between…

Event-related potentials (ERPs) of five- to seven-year-old girls were measured while the girls performed a visual selective attention task and a Piagetian conservation task. Results suggested more anterior ERP sources for nonconservers than conservers during early stimulus analysis, and more lateralized ERP sources for conservers than…

Second grade children were pretested for the ability to conserve, after which conservers were paired with nonconservers. Pairs were then instructed to resolve their opposing answers on the conservation tasks. (JMB)

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)

The present studies were designed to test the role of descrepancy between existing cognitive structures and current input and the amount of pleasure derived from successful processing of that input with respect to children's appreciation of humor. (Author/SB)

In testing conservation of number in preschool children using both equality and inequality; 3- and 4-year-olds tended to use an acquiescence response set while 5- and 6-year-olds responded in terms of relative length. (ST)

Two experiments were carried out in which groups of children (mean age = 68 months) were matched on number, length, mass, and liquid conservation scores and then trained on a distance-layout task developed by Inhelder et al (1974). (Author/MP)

In a replication study, children 3 and 4 years old were given verbal rule training in order to probe the importance of identity, reversibility, and compensation explanations in training number and length concepts. Among the results, as before, identity was found to be the most significant factor in conservation acquisition. (Author/RH)

A total of 72 schooled and 67 unschooled Tanzanian 8-14 year-olds from the Meru tribe were interviewed individually to determine their degree of mastery of conservation. Methodological defects in the application of Piaget's clinical method in cross-cultural studies were corrected. (SB)

Kindergarten through fourth graders (N=170) were tested for conservation and then interviewed following the presentation of a story about an elderly woman's death, in an attempt to assess children's understanding of 3 concepts: irrevocability, cessation of bodily processes, and universality. (Author/JMB)

Perceptual counterparts of a series of conservation of length tests were presented to subjects who were categorized as conservers or nonconservers conservation of length pre-tests, and to conservers and nonconservers given conservation length training. Perceptual performance of the untrained nonconservers was significantly worse than that of the…