This study examined the effects of providing training in identity, reversibility, and compensation explanations, alone and in every combination, for eight matched groups of 48 mildly retarded, nonconserving children. (Author/JMB)

Seventy second-grade children who had succeeded on pretests involving liquid conservation observed a nonconserving model and were subsequently retested. Regression to nonconservation was obtained only among some of the children who had been submitted to maximal pressure in the presence of an adult model. (Author/JMB)

An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)

A shortened version of a learning-set training procedure was given to 80 children four and five years of age. These children and 16 untrained controls were then tested for quantity conservation. Results relate task performance on the conservation tasks to the type of training received. (Author/JMB)

Displays that by themselves always elicited chance judgment of number were shown to three- to four-year-olds and six- to seven-year-olds. The first display was transformed into the second, and so on. Results indicated that three- to four-year-olds do not understand conservation of number because judgements of successive displays were independent…

First graders, pretested on conservation tasks, were assigned to groups consisting of one conserver and one nonconserver. Groups then had to give a joint response. Nonconservers yielded more often to conservers. Subsequent tests indicated nonconservers improved on the tasks. (ST)

Kindergarten children were tested on Kershner's spatial model, two WISC performance tests, and two Piagetian tasks. Results validated Kershner's work but not his claims that his test measures conservation or dimensional concepts. (ST)

The processes by which children construct images of anticipated end states of a transposition movement were examined on two tasks. Results support Piaget's (1977) hypothesis that reasoning on the basis of state correspondence defines a developmental level which precedes the development of transformational thought. (Author/MP)

This study is a partial replication and extension of research reported by Golomb and Cornelius in 1977. Training in the present study was significantly less effective than in the earlier research. Findings suggest experimenter and testing effects on performance. (RH)

Tests Piaget's assertion that the anticipation of conservation among otherwise nonconserving children is a pseudoconservation since it is limited to those lacking knowledge of covariation. Number, area, and length conservation tasks and a covariation task were given to 96 children from kindergarten through the fifth grade. (Author/SS)

Significant gains in conservation of number, amount, mass and weight were made by 53 previously nonconserving first graders who either simply observed conservers' performance on mass and weight problems or argued with conservers about these problems. (Author/CW)

Variations of the screening method developed by Piaget and Frank made it possible to systematically vary the number and type of perceptual cues in the conservation of liquid quantity task. Results of testing 192 kindergarten and first graders suggest that the development of conservation involves several levels, beginning with a concept which can…

Two hypotheses concerning children's treatment of "less" as a synonym of "more" were tested with 4- and 5-year-olds. It was hypothesized: (1) that the "less"-"more" distinction can be taught; and (2) that conservation is dependent on the capacity to distinguish "more" and "less". (Author/CS)

Sixty kindergarten, first-grade, and second-grade children were required to construct numerically equivalent collections and to determine asymmetric-transitive relations among nonequivalent collections, using two strategies of cardinal number: correspondence and counting. A novel "collinear correspondence" task was also introduced and compared…