Problems were solved most easily when there was a difference in only one dimension. Distance understanding correlated highly with age, intelligence, and conservation. Large social class differences for the task also appeared. (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)

Demonstrates that conservation of amount does not always precede conservation of weight. Subjects were 60 six-year-old children. (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)

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)

Investigated whether children will relinquish belief in Piagetian concepts upon presentation of disconfirming evidence. The conservation of weight concept extinguished more readily than transitivity of weight, and only for the latter was a developmental trend evident. (DP)

Does, in fact, the teaching profession attract people of low conceptual level, and/or do teacher education programs encourage arrestation at a low conceptual level of development? (Author)

Studied the development of the concepts of energy conservation and entropy in 5- to 15-year-old children. Energy conservation was not well understood until about age 15. Entropy was understood by 9- to 15-year-olds when the concept was illustrated by the gradual mixing of differently colored, rolling marbles. (Author/DB)

Children between 7 and 11 years of age with moderate learning difficulties were tested for conservation. Nonconservers were divided into experimental and control groups. Experimental group children performed conservation tasks with conserving children in their class. Posttests indicated that the increase in performance in conservation tasks was…

Based on author's PhD dissertation, University of California, Los Angeles (1967).

This test contains 16 problems which yield a measure of the development of the concept of conservation in elementary school students. Each problem depicts a set of objects on which some transformation has been effected. The child then must make a decision about whether any changes have occurred in regard to specific characteristics of the object.…

Conservation in congenitally blind, blindfolded and sighted elementary school students indicated the order of acquisition of various types of conservation was constant. (ST)

Children (N=45), who had failed to attain criterion on three tests of linear order, were trained under one of three conditions: reciprocity, reversibility, and discrimination. Under all three conditions children demonstrated learning during training and significant specific transfer effects; reversibility training led to generalized transfer to…