Piaget and Inhelder's Water-level Task, the Preschool Embedded Figures Test, and a mental processing measure called Mr. Cucui were administered to 42 four-year-olds. The significant correlation between Mr. Cucui and the horizontal/vertical bottles was discussed from the neo-Piagetian perspective of Pascual-Leone's theory of constructive operators.…

Two experiments were carried out in which groups of children (mean age = 68 months) were matched on number, length, mass, and liquid conservation scores and then trained on a distance-layout task developed by Inhelder et al (1974). (Author/MP)

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)

In a study to determine procedural effects of volume conservation tasks performed by adolescent females, the results revealed that the LaVatelli water displacement test was significantly more difficult than the Elkind test or Piaget's test. (Author/RL)

Kindergarten and first-grade children conserved physical attributes of inanimate objects more easily than the physical attributes of animate objects. Significant conservation differences between various animate objects also were found. (Author/RL)

Some young children presented with unidimensional and nonverbal conservation tasks were able to give a conservation response if they could answer with a picture instead of orally. (Editor)

A series of tests of dimensional understanding showed that there was a hierarchical sequence, with three year olds able to handle less complex tasks than four year olds. (Editor)

Learning disabled (n=28) and normal achieving (n=28) 8- and 9-year-old boys, approximately equated on the variables of IQ, age, and socioeconomic status, were administered three conservation tasks and J. Flavell's measure of cognitive role-taking. (Author/CL)

A total of 72 schooled and 67 unschooled Tanzanian 8-14 year-olds from the Meru tribe were interviewed individually to determine their degree of mastery of conservation. Methodological defects in the application of Piaget's clinical method in cross-cultural studies were corrected. (SB)

Studies the sequence in development of conservation concepts in 19 language-impaired children aged 6-9 years and 20 children of 3-11 years who had no impairment. The two groups showed a similar sequence of development regardless of delay. Conservation of number appeared first, followed by weight, substance, length, area, and volume. (RJC)

Critiques findings and interpretations of an investigation of the role of schooling and urbanization on the acquisition of conservation of physical quantities in Senegalese children. Concludes that the investigation showed a smaller impact of schooling, even in the rural milieu, than a previous study of Senegalese children. (RJC)

Discussed is the physical concept of conservation as it is framed within the laws of conservation of mass, of momentum, and of energy. The derivation of Ohm's Law as a generalization of the relationship between the observed measurements of voltage and current serves as the exemplar of how conservation theories are formed. (JJK)