This study was supported by a grant from the Carnegie Corporation to Educational Testing Service. (MH)

An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)

Examines questions about reported findings that the natural number concept derives from a prior understanding of ordination rather than a prior understanding of cardination. (GO)

Sixty kindergarten, first-grade, and second-grade children were required to construct numerically equivalent collections and to determine asymmetric-transitive relations among nonequivalent collections, using two strategies of cardinal number: correspondence and counting. A novel "collinear correspondence" task was also introduced and compared…

Stimulus conditions were found to interact with conservation level and relation type. (MM)

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

Reports three experiments which examined kindergarteners' ability to conserve number in response to three forms of questioning: nonverbal, standard, and control. There was no indication that a full mastery of conservation could be elicited earlier by the nonverbal procedure. (Author/JMB)

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

Investigated was the feasibility of inducing number conservation through training kindergarten children on reversibility tasks not related to the criterion measure. (JG)

Results of this study involving 120 kindergarten and first-grade boys and girls suggest that some understanding of the invariance of number appears to emerge earlier than the ability to pass the standard verbal test. (BH)

This paper discusses research on how concepts differ in their internal organization and how these differences interact with and affect cognitive processing in children. Two types of natural concepts are focused on: classes (nouns with class-inclusion organization, such as "trees,""students,""soldiers" and collections…

A group of 31 institutionalized retarded adolescents responded to 18 conservation of number tasks. (Author)

This study investigated whether 4- and 5-year-old children can evoke and use kinetic imagery and whether the ability to use kinetic imagery depends on the attainment of concrete operations. Results yielded no evidence of association between kinetic imagery and conservation. (Author/JMB)

Three- to 7-year-old children were trained through reinforcement to select the more or less numerous of two rows of squares. All children successfully judged relative numerosity when number covaried with length or density, but only concrete operational children were successful when numbers did not covary with other dimensions. (Author/DB)

The "magic" paradigm was devised to assess conservation of number in young children. Subjects were 32 three- to four-year-old children. (MP)