Data on the conservation of discontinuous quantity are analyzed according to two different criteria: judgment only and judgment plus explanation. The results are discussed in terms of Piagetian theory and particularly of the assumption that language development is a consequence, and not a cause, of cognitive development. (Author/KC)

Described is a technique for determining whether a student can conserve matter. This technique utilizes a square-triangle problem. Included are typical answers and Piagetian-type explanations for such answers. (DS)

Explores how the apparent loss of energy in inelastic collisions may be understood by considering a simple model of two rigid balls connected by a spring. Includes a numerical simulation of this and an extension to include Newton's Cradle. (DDR)

This study tested 148 preschoolers between the ages of 48 and 72 months on a Piagetian number conservation task. Children's judgment accuracy, estimation, and response latency were measured. Children were also questioned about the number conservation principle. A four-step developmental sequence was hypothesized: (1) nonconservation; (2) correct…

The extremely popular "training" studies, virtually all of which have been devoted to the attempt to experimentally induce conservation in nonconserving subjects, were discussed with respect to the logic underlying the method and surrounding theoretical and methodological difficulties. (Author/SDH)

Forty-eight kindergarten children were divided into four groups on the basis of their status (preoperational vs. transitional) and whether or not they received inversion-negation training. Results indicated no differences due to status, but differences due to training. Results do not confirm the contention that acceleration can only occur during…

GRADES OR AGES: Four-, five-, and six-year olds. SUBJECT MATTER: Cognitive areas of symbolism, classification, conservation, seriation, spatial relationship, and temporal relationships. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into six sections, one for each of the above cognitive areas. Each section lists materials and describes…

Three units of instruction were given to 20 four-year-old children and 34 five-year-old children. Unit I was designed to develop the children's ability to establish a length relation between curved lines; Unit II, to develop ability to conserve length; and Unit III, to develop ability to conserve length relations. Testing of the children occurred…

The present study was designed to explore the relationship between the theoretical models of cognitive development proposed by L. S. Vygotsky and J. Piaget. One hundred and four subjects aged four to sixteen years were selected. All subjects were in the average range of intelligence, were in the usual school grade for their age, and had no history…

The objective of the study was to develop a test of concept formation which would: (1) not be biased by reading difficulty; (2) be sufficiently stimulating to capture the attention of the students; (3) incorporate both aspects of concept formation of discriminative response and conservation; (4) have a spread of item difficulty appropriate for…

Data were collected on tactics used when making a sequence of set comparisons in terms of more or equal number. (MP)

Examined the development of stable concepts of "boy" and "girl" in kindergarteners and first and second graders. Gender constance was explored in relation to: performance on conservation tasks; application of gender label to self or other; application of gender label to live person or pictorial representations; and sex role…

Experimenter's sex appears to be an important factor in conservation assessment at the first-grade level. (RL)

Study tests four predictions derived from Piaget's cognitive theory. (CB)

In general, this cross-sectional validation study supports Inhelder and Piaget's claims about the development of concepts of volume and density more easily than younger subjects. (Author/WY)