An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)

This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade…

The possible effect of experimenter expectancy in number conservation task experiments was explored. (JMB)

The development of the ability to associate numerals with sets of appropriate size was studied in children, ages 4 to 5-1/2. (ST)

Study tests four predictions derived from Piaget's cognitive theory. (CB)

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

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)

Two studies indicate that Oksapmin children progress from premediational to mediational phases in their use of body parts to compare and reproduce number and that this change generally occurs prior to the development of concepts of number conservation. A third study shows that this general change is manifested in culturally specific ways.…

Judgments of similarities between numbers were solicited from kindergarten, third-grade, sixth-grade, and adult subjects. Results suggested children become sensitive to an expanding set of numerical relations during the period from kindergarten through sixth grade. Results of a second study suggested that the number similarity judgments of…

Three experiments explored the developmental relationship between counting and number conservation in children from three to six years old. Results indicated that there was a close relationship between the two; that only the oldest children gave evidence of conserving; and that, in general, there is evidence of protracted development in young…

Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but…