The effects of numerical and visual cues, equality or inequality of initial volumes, size of measurement unit, and order of cue presentation on conservation of liquid volumes by first- and second-graders were investigated. Some findings extend, and others contradict, those of Piaget. (SD)

Piaget's theory of cognitive development is explained, especially in relation to the teaching of elementary school science. Several research projects involving Piaget's theories are reviewed. (MLH)

The use of equivalent-age children as tutors was investigated, and the cognitive changes of these tutors was examined. All first and second grade boys at two elementary schools were administered a pretest, and all those in a transitional stage of development between non-conservation and conservation of substance were selected for inclusion in the…

Piaget's notions on conservation and transitivity are discussed, along with interpretations and experiments by some of Piaget's critics. Several general teaching suggestions also are included. (DT)

This book examines the Piagetian periods of concrete operations and formal operations from both educational and psychological points of view. The twin purposes are to interpret these levels and the transition between them in terms of implications for mathematics curriculum and teaching, and to derive psychological implications from experiences in…

Discussed is research which shows, in contrast to the dominant impression given by Piaget's work, that before the onset of schooling the young child possesses several kinds of fundamental "intuitions" concerning numbers. (Author/TG)

Theoretical and empirical research derived from Piagetian theory is collected on the intellectual development of the elementary school child and his acquisition and utilization of conservation concepts. The articles present diversity of method and motive in the results of replication (validation studies of the description of cognitive growth) and…

Simple and complex learning and problem solving situations were employed with mentally retarded children and adults. In the Rotation-Discrimination Complex and the Size-Discrimination Simple experiments, upper and lower test achievement subgroups were subjected to two basic types of visual discrimination at different levels of task complexity.…

Thirty-seven normal and 33 gifted children from kindergarten classes and 26 retarded children from special classes with mean mental ages of 76 months, 80 months, and 72 months respectively, were initially tested for their understanding of the terms more, same, and less. All who had failed conservation of substance pretests using juice, sand, clay,…