Reports the results of testing 143 college freshmen on the meaning of density. Relates reasons for student inability to conceptualize density to the hierarchy of experiences which leads to the understanding of the density concept. (PR)

Speed and acceleration tasks were administered to children in grades three through six. Piaget's results were replicated. Suggestions concerning the appropriate grade level to introduce different types of motion tasks are made. (AL)

The construct of conservation, as presently studied in dichotomous form (i.e., Conservers vs. Nonconservers), may be a convenient fiction, but that is all it is. There seems to be great need to treat this dimension as the continuous variable it really is. (Authors)

The primary purpose of this study was to investigate conservation acquisition across subcultural groups. (Author)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Seventy mentally retarded students, successfully taught to conserve number and substance in the Piagetian sense, resisted attempts at extinction but were unable to generalize to other conservation tasks. (Author)

Although the idea that conservation can occur without compensation was rejected by Piaget, direct and indirect evidence from developmental studies and conservation training research indicates that conservation can and does develop without compensation. Nevertheless, adults' conservation concepts include the compensation principle and influence…

Twenty-four girls and 19 boys who failed quantity conservation tasks on a pretest were retested after having been exposed to a classroom demonstration on conservation. Results indicated that children who understood number conservation improved their quantity conservation performance more often than children who showed no understanding of number…

Research in progress on some unresolved issues regarding the relationship of cognitive development and language acquisition is reported, especially the relationship between conservation of length and knowledge of relevant comparative dimensional adjectives. Much further investigation is recommended and possible educational implications are…

Evaluated the possibility that three-year-olds solve small-number conservation problems by an empirical procedure whereby the sets are quantified each time presented. Children chose the more numerous of two arrays, one containing two elements and the other three elements. Results disconfirmed claims that three-year-olds can conserve small numbers.…

Kindergarteners without number conservation ability were found to rely on the nonlinguistic strategy of choosing the greater amount in tasks requiring the choice of more and less. Mature semantic knowledge of "more" was found to precede that of "less." (Author)