This study examined the resistance to conservation of quantity extinction in 180 subjects across the life span. The results indicated that both resistance judgments and explanations were found to develop in a curvilinear fashion, increasing with age until young adulthood and declining thereafter. (JMB)

This study used a rating scale, a betting game, and a feedback phase to examine the certainty with which 60 second graders and 36 fifth graders made judgments on tasks involving various forms of conservation and transitivity. (Author/JMB)

Purpose of study was to investigate the applicability of Piaget's theory and methods to the study of conservation in nonhumans. Two out of four subject monkeys achieved stringent and statistically significant performance criteria in sameness-difference judgment tests and showed significant generalization in the fewest possible trials. (Author/SB)

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)

The developmental relations between anticipatory imagery, conservation of length, and operational structures were investigated in 80 kindergarten and third-grade children by means of imagery tasks combined with a length conservation task. (MS)

This study identified new methodological variables which might affect the responses of second and third grade children to Piagetian conservation tasks. (GO)

This study demonstrates that, given the assumption that the child does have some understanding of both height and amount, many nonconservers do give correct reversal judgments for both. Also, reversibility data from this study do not support the theory that a new stage appears when water conservation judgments appear. (Author/ED)

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)

Gifted (N=19) and average-functioning (N=19) hearing impaired adolescents were examined for ability to perceive that still water remains horizontal regardless of degree to which the container is tilted. Gifted Ss performed better on this task than average functioning Ss and the straight-sided containers induced more errors than containers with…

Study compared provoked and spontaneous one-to-one correspondence along with two tasks having more preceptual support for correspondence. In opposition to Piaget's predictions, the four levels of correspondence did not differ in difficulty for kindergarteners. (Author/SB)

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied. Both training methods were successful in teaching children to conserve. Trained children were also capable of generalizing their learning to new conservation tasks. (CS)

Support for the operation of internal factors in cognitive development was provided by an obtained increase from first to second posttest scores. Two conservations were considered to be involved--conservation of the whole and of the part. (Author)