Investigates the developmental priority of identity conservation as contrasted with equivalence conservation using quantity and number conservation tasks. (Author/AJ)

Training increased conservation responding but not verbalization of conservation principles. Stimulus desirability did not affect presence of conservation even in laboring-class subjects. (MH)

This study based on a PhD dissertation submitted to Wayne State University, indicates a "conceptual distinction within conventional Pigetian conservation tasks...The results indicate that identity conservation is developmentally prior to equivalence conservation. (Author)

Developmentalists have overlooked the problem of the real impermanence of things. Though the metaphor of impermanence is central to Piagetian and neo-nativist accounts of representation, the development of the understanding of impermanence is unstudied. This article proposes that the development of the concept of impermanence is distinct from the…

The results of four studies involving three to seven year olds revealed that, by age three, some children (1) appreciated conservation of matter despite visual disappearance and the existence of invisible particles; and (2) made use of the particle concept to explain how a particle can continue to exist and maintain its properties despite visual…

The possible effect of experimenter expectancy in number conservation task experiments was explored. (JMB)

In a longitudinal study conducted in Reykjavik, Iceland, 60 male and 61 female subjects were tested at 7, 8, and 9 years of age in order to investigate their comprehension of three concrete-operational concepts (conservation, class inclusion, and logical multiplication). This report focuses on a logical reconstruction of the developmental sequence…

Indicates that the evidence in support of an identity-equivalence sequence is much weaker than Brainerd and Hooper claimed. Suggests that for most children, identity and equivalence appear to be contemporaneous developmental achievements. Some general methodological and theoretical issues raised by the identity-equivalence studies are discussed.…

Examines the relationship between the fantasy development and conservation performance of second grade children. Results suggest that children's ability to fantasize is not significantly correlated with performance on conservation tasks at this age level. (BD)

This study examined the effects of judgment-contingent feedback and prior knowledge of 3 rules on the conservation learning of 188 kindergarten children. (Author/JMB)

This study is a replication of Piaget and Inhelder's intertask study of conservation and conservation-related tasks involving subjects ranging in age from nursery to second grade and using varying types of vessels. (SB)

The strength of the tendency of children (aged 4 1/2 to 7 1/2 years) to give phenomenist reading of neutral questions about object properties was investigated. Phenomenist answers decreased with age, and social dominance and conversational context affected answers. (SKC)

Non conserving first- and second-grade children were tested on conservation tasks. Eye movements were recorded during the response period for each task. Trained conservers showed more visual exploratory behavior and less perceptual centration than control subjects. (ST)