Introduction: Subitizing, a quick apprehension of the numerosity of a small set of items, is consistently utilized to support early number understanding. Perceptual subitizing is the innate ability to recognize less than five items without consciously using other mental or mathematical processes. Conceptual subitizing, which requires higher-level…

Investigates the developmental priority of identity conservation as contrasted with equivalence conservation using quantity and number conservation tasks. (Author/AJ)

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)

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

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

This document describes experimental attempts to teach young children the concepts of conservation of number. Subjects were 48 nursery school children who were divided into experimental and control groups. All children were individually pretested for conservation, after which the experimental group alone received two training sessions. The…

In testing conservation of number in preschool children using both equality and inequality; 3- and 4-year-olds tended to use an acquiescence response set while 5- and 6-year-olds responded in terms of relative length. (ST)

In a replication study, children 3 and 4 years old were given verbal rule training in order to probe the importance of identity, reversibility, and compensation explanations in training number and length concepts. Among the results, as before, identity was found to be the most significant factor in conservation acquisition. (Author/RH)

Two experiments were conducted to investigate children's performance on different number versions of identity and equivalence conservation tasks. Subjects were 88 children ranging in age from four to six years. (MP)

Two experiments investigated the relative efficacy of two conservation training procedures and the transfer of training to another type of conservation. (SB)

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…

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)

In order to study possible effects of the degree of perceptual illusion, 64 kindergarten children received tests of quantitative identity and quantitative equivalence for the conservations of number and continuous quantity. (SB)