Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)

A longitudinal investigation on development of conservation skills in 31 learning disabled (LD) children suggested that delayed transition between preoperational and concrete operational thought may be an important factor in understanding the continued school failure of learning disabled children. (Author/CL)

Two experiments tested the assertion that development of quantitative knowledge follows a U-shaped course with an early stage of conservation based on functional significance. Tested three age groups of children from three to six years. Results suggest the assertion is unwarranted and reveal that performance in younger children is best interpreted…

On the basis of a conservation of substance experiment with 189 blind and partially sighted children, it is inferred that while the best of them are performing on a par with the best of their sighted peers, the age range in which conservation is attained is more extended for the visually handicapped. (Author)

In this study children between the ages of 3 and 6 years were each presented with six number problems in which length and density were varied according to the proposed composition rules. (Authors)

Describes procedures, results, and conclusions of a study designed to investigate the effects of (1) the height of an object, (2) state of decay of an object, (3) the reversibility of an event, and (4) the affective aspects of an event on the development of the conservation of time concept in elementary school children. Results indicated that…

Urges a detailed analysis of the structure of some of the fundamental conceptual schemes of science. Suggests that a logical explication of this analysis would serve the needs of both science curriculum designers and researchers of conept formation in children. (LC)

Based on a dissertation submitted in 1968 to Utah State University in partial fulfillment of the requirements for the Ph.D. degree. (Author)

Describes a study which used fourth and sixth grade children who had used Science - A Process Approach" and compared their performance with that of a control group on two conservation-of-volume tasks. Performance of the volume tasks was found to be related to age and score on the Learning Hierarchies Test and not to previous science program…

A replication study was conducted to determine whether conservation-of-number performance would be improved by questioning the subject only after the transformation is performed, rather than before and after the transformation, as is done in the standard conservation test. Subjects were preschoolers, aged 0-4 to 5-7. (Author/MP)

Describes an exploratory investigation of blind children's concepts of number, substance, length, area, weight, and volume conservation. Six children totally without sight or with only light perception were pretested, taught, and posttested twice using tasks specifically adapted for tactual presentation of materials. The children showed increased…

This paper offers a social learning explanation for age-related changes in children's cognitive functioning. Three hypotheses have been derived from the assumption of Piaget that structures play the preeminent role in cognitive development: (1) a child can not profit from or even appreciate experiences which are meaningful at a higher stage of…

Twenty-four profoundly deaf children (7 to 13 years old) from a residential school were presented with conservation problems of liquid, matter, weight, and volume. Analyses of variance showed that age was significant beyond the .01 level and type of task (conservation) at the .25 level. No significant sex effect was found. Differences among means…

In two experiments (N=210) conservers, transitional conservers, and nonconservers were directed to lie or pretend to other children that their judgments and explanations of a series of conservation problems were the opposite of what they really were. Nonconservers and transitional subjects in both studies made large and significant gains in…