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…

Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in…

This study replicated a study by Mehler and Bever (1967) which had reported conservation observed in very young children between 2 years 4 months and 2 years 7 months old. Both Piaget (1968) and Bielen (1968) criticized the Mehler-Bever finding, claiming that true conservation had not been demonstrated. The investigator in the present study sought…

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)

The relative effectiveness of four different training conditions on the attainment of conservation of quantity was examined in a 5-Group design. Subjects were 75 nonconserving preschoolers, ranging in age from 3.10 to 5.0 years. Treatment consisted of five conditions: (1) pretense play training, (2) direct conservation training, (3) a combination…

Displays that by themselves always elicited chance judgment of number were shown to three- to four-year-olds and six- to seven-year-olds. The first display was transformed into the second, and so on. Results indicated that three- to four-year-olds do not understand conservation of number because judgements of successive displays were independent…

This study is a partial replication and extension of research reported by Golomb and Cornelius in 1977. Training in the present study was significantly less effective than in the earlier research. Findings suggest experimenter and testing effects on performance. (RH)

This study demonstrates that, given the assumption that the child does have some understanding of both height and amount, many nonconservers do give correct reversal judgments for both. Also, reversibility data from this study do not support the theory that a new stage appears when water conservation judgments appear. (Author/ED)

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)

In the first experiment, observations were made of children ages four-and-a-half to five-and-a-half years of age who were induced to use counting or matching in a Piagetian number conservation task. The spontaneous matching and counting behavior of a more mature but not yet conserving sample was investigated in the second experiment. (RH)