Tests Piaget's assertions regarding compensation, identity, and conservation using a modified replication of Piaget and Taponier's classic study of liquid conservation. A total of 96 children in kindergarten and first grade were presented with a sequence of anticipation-of-liquid-conservation, anticipation-of-water-levels, and standard…

Piaget's concept of "internalization" is analyzed and related to Bruner's representational theories of cognitive development. Cognitive structures are shown to be real exclusively in an actual representation. (Author/SDH)

Twenty children, 3-12 years old, were given a newly constructed interview on their concepts of human reproduction (social causality), in conjunction with Piaget-type tasks assessing physical conservation-identity, physical causality, and a new social identity task. The children's concepts of human reproduction appeared to proceed through a…

Compensation as assessed by any one test or criterion used is more difficult than conservation. And, the understanding of the compensation principle, as manifested in verbal statements, continues to develop well after the age at which liquid conservation may be taken for granted. (Authors)

Examined the development of stable concepts of "boy" and "girl" in kindergarteners and first and second graders. Gender constance was explored in relation to: performance on conservation tasks; application of gender label to self or other; application of gender label to live person or pictorial representations; and sex role…

This study examined the effects of 3 situational contexts varying in demands for accuracy and speed on the performance of 45 kindergarteners and 45 second grade students on the Matching Familiar Figures test of cognitive style. (JMB)

Study tests four predictions derived from Piaget's cognitive theory. (CB)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Preschool children were trained to acquire transitivity, conservation, and class inclusion of length via feedback to their judgments. Feedback was found to facilitate the learning of all three concepts. (ST)

Sinclair-de Zwart's findings on relationships between cognitive and linguistic development were compared with data gathered in Australia from 162 first-, second-, and third-grade Greek-English bilinguals (tested in both languages) and 136 English monoglots in the same classroom. (Author/CS)

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

Results show that both kindergarten nonconservers and kindergarten conservers found height most salient. Third-grade conservers found quantity most salient but could easily attend to height and width. (Author/CB)

Purpose of this study was to examine the nature of correlations among tasks purporting to measure communicative, cognitive, role-taking, and spatial egocentrism in childhood. (Author/CB)