A Piagetian-based early childhood education program is compared with the Lavatelli program and the Weikart program. Interpretation and application of Piaget's theory are examined on a number of levels: conceptualization of curriculum objectives, methods of teaching, principles of teaching, and the role of the teacher. Lavatelli's program is…

First-grade students' understanding of several basic measurement processes was examined. Twenty randomly selected students from five first-grade classes in two different schools were individually examined on 11 measurement tasks. Seven of the tasks were adapted from items reported in the Gal'perin and Georgiev study, designed to test understanding…

The purpose was to test portions of Piaget's model for the development of operational conservation and measurement of length. A random selection of 102 second grade students from three different cities was used; one group had participated in the AAAS "Science - A Process Approach" science program in grades K-2, one group had received…

Reported is a study of 1555 students, grades 4-12, regarding understanding the concept of controlling variables. Subjects were examined on a task involving spheres rolling down an incline and striking a target sphere; they were evaluated upon their explanations of answers, not their choice of answers. Findings indicated that the Piagetian stage of…

It was found, as expected, that the number of subjects giving conservation responses did not reach 50 percent until age 12. Schooling did not seem to be a major factor in accelerating the attainment of concrete operations. Social class and urbanization had an effect on several tasks. (Author/AM)

This study examined the effectiveness of the Early Childhood Curriculum (ECC) as a viable instrument for the immediate acceleration of cognitive development among preschoolers. During an eight month tutorial project, ten 3-year-old children received one 15 minute lesson each week from the curriculum. (Author/SB)

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

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)

The authors gave a series of simple demonstrations followed by questions to which ninth grade students provided written answers to assess their ability to perform tasks for conservation of amount, weight and volume. Responses were varied. The paper includes the test form and a few typical answers. (AJ)

One hundred sixteen second grade children participated in a study of the relationship of field dependence to egocentrism and conservation ability. (BD)

This paper reports the findings of three studies aimed at further investigating the development of water level representation in elementary school age children as related to field independence. (SB)

The study compared the conservation abilities of 80 prelingually deaf and 80 hearing students (ages 9-12) in the Republic of China. Results indicated a significant difference in conservation ability between groups favoring the hearing students and no significant difference in conservation ability between age levels for the deaf group. (DB)

Among results comparing attainment of the conservation concept in blind (N=30), partially sighted (N=50), and sighted (N=40) children (ages 6-15) in Taiwan were that development of partially sighted children was more like the development of sighted than blind children, and that a 1-4 year developmental lag occurred in blind children. (Author/DB)

Kindergarten children and third-grade students viewed transformations either apparently violating or actually preserving conservation. Subjects reacted to and explained outcomes and responded to conventional conservation questions. Findings suggest very gradual progression across two stages and indicate that many third-grade students do not view…