Studied discriminative and investigatory response behavior and effects of response training on children 4-5 to 6-5 years of age. (DR)

An investigation was conducted with 200 first-grade students to determine whether language is a major factor in conservation of number experiments. It was concluded that language was not a major factor. (RP)

Provides clarification of the Piagetian theory of the development of conservation and reviews the state of knowledge regarding the theory. It is concluded that reasonable evidence exists suggesting that conservation by identity precedes and induces the emergence of conservation by inversion and compensation. (Author/DB)

Even among individuals operating at Piaget's highest cognitive level (Formal Operations Stage) there is a range of behaviors on important cognitive characteristics. Various substages and their performance criteria are suggested. (JD)

Education, not age per se, is related to conservation ability during the adult years. Age differences should not be interpreted as age changes without using the more appropriate designs which separate age and cohort effects. Results emphasize the relationship between education and cognitive abilities among the elderly. (Author)

Investigates which aspects of the mother behavior in interaction would be related, and in what way, to the child's acquisition of number conservation as a criterion measure of later cognitive development. (MP)

The development of the concept of conservation was examined in 120 elementary school children divided into three groups: partially sighted, sighted, and sighted-blindfolded. (CM)

This article reports a study conducted with fourteen learning-disabled elementary students to determine the growth of achievement and conservation abilities after using the "Sink or Float" unit of the Elementary Science Study. (MK)

Conservation forms were presented to 24 day- and 16 residential-school deaf students (ages 7 to 19) and 36 normally hearing control Ss (4 to 16), using conventional Piagetian instructions and attribute specific instructions. It was found that deafness does not apparently account for conservation differences found between deaf and normally hearing…

This study is a longitudinal follow-up analysis of children's performances on a number of Piagetian concrete operations tasks dealing with conservation and transitive inference. Subjects were 102 children selected from kindergarten and grades 1, 3, and 4. (Author/MP)

A data analysis procedure for testing the hypothesis that one task is a developmental prerequisite for another task is illustrated. The procedure was applied to new data on the acquisition of conservation concepts to test the hypothesis that synthesis, visual-scanning skills, and memory capacity are prerequisites of conservation mastery. (JMB)

Two studies sought to determine the developmental relationship between the child's use of counting as a notational symbol system to extract, compare, and reproduce numerical information and the development of number conservation. Subjects were four- to six-year-old children in Study 1 and seven- to nine-year-old learning disabled children in Study…

One hundred and thirty-eight post-graduate students enrolled in a Diploma in Education course were tested for their ability to conserve weight and volume. A methodological criticism of the earlier work of Elkind (1962) and Towler & Wheatley (1971) is offered which casts doubt on the extremely high proportion of non-conservers of volume reported in…