High room temperatures can actually be harmful to children and teachers. (Author)

Makes several recommendations for energy conservation in a school district and suggests that financial savings be shared with the students as an incentive program. (WM)

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)

Results of this study help to account for some of the disparity between Genevan and non-Genevan data and suggest the need for caution in inferring processes leading to conservation from the types of reason given. (Author/CB)

It was concluded that movie presentation did not destroy the essence of the conservation task and that it gave promise of the development of an effective means of standardizing Piagetian testing when used in conjunction with a series of follow-up questions. (Authors)

From this study it might be concluded that the development of conservation of quantity cannot be explained by maturation. (Author)

An exploratory study involving three days of brief instruction in a process-by-attribute approach. Significant performance gains were recorded. (MM)

Four levels of quantitative comparisons based on Piagetian task analysis and three IQ levels were used to partition a population of 341 first grade children. Each child was then tested on a set of addition facts and a set of addition problems which varied according to the use of aids or transformation. (JG)

Experiment compares the effect of equilibration type training to the effects of S-R reinforcement type training in developing weight-conservation concepts in second and third grade pupils. S-R group performed significantly better than control group on initial posttest for conservation of weight. A measure for permanence of the conservation beliefs…

Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

This study investigated the relationship between conservation of length and impulsive-reflectivity. Kindergarten and first-grade students were administered two conservation of length tasks and an impulsive-reflexive scale. No statistically significant relationship between the two concepts was found. (FL)