Assessed the authenticity of conservation attainment through an observational learning paradigm. First grade children (N=60) were exposed to either a peer or adult model who was either present or absent during a series of tasks. No correlation was found between social influence and observational acquisition of conservation. (Author/JAC)

Appraises the respective contribution of initial competence and of imitation of modeled response in the observational learning of conservation among first grade children. (HOD)