Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in…

Thirty five-year-olds were given number conservation tasks within their subitising and their counting ranges. For the experimental group, counters were joined by threads. These children's superior performance suggests that, when such one-to-one correspondence is a salient clue, young children can effectively apply the principle of invariance.…

Attempts to clarify the meaning of differentiation in the Piagetian concept of object permanence. (BD)

Displays that by themselves always elicited chance judgment of number were shown to three- to four-year-olds and six- to seven-year-olds. The first display was transformed into the second, and so on. Results indicated that three- to four-year-olds do not understand conservation of number because judgements of successive displays were independent…

The developmental relations between anticipatory imagery, conservation of length, and operational structures were investigated in 80 kindergarten and third-grade children by means of imagery tasks combined with a length conservation task. (MS)

Demonstrates that conservation of amount does not always precede conservation of weight. Subjects were 60 six-year-old children. (BD)

Examines the developmental sequence of skills involved in the understanding of relational concepts and in the development of conservation. Fifty kindergarten children participated in the study. (BD/BR)

Indicates that the evidence in support of an identity-equivalence sequence is much weaker than Brainerd and Hooper claimed. Suggests that for most children, identity and equivalence appear to be contemporaneous developmental achievements. Some general methodological and theoretical issues raised by the identity-equivalence studies are discussed.…

Examines the relationship between the fantasy development and conservation performance of second grade children. Results suggest that children's ability to fantasize is not significantly correlated with performance on conservation tasks at this age level. (BD)

It is suggested that the classical conservation justifications (reversibility, compensation, identity, identity action) are both formally and empirically inadequate justifications for the conservation deduction, particularly from a pedagogical perspective. A test for the distinction between true and empirical reversibility, that subjects know of…

Suggests some difficulties and challenges in understanding and teaching Piaget's new theory. Outlines some differences between Piaget's new and standard theories, such as the diminished status of the emergent skills that mark the onset of concrete operational thinking and the perception of achievements in concrete operations as empirical…

This paper discusses research on how concepts differ in their internal organization and how these differences interact with and affect cognitive processing in children. Two types of natural concepts are focused on: classes (nouns with class-inclusion organization, such as "trees,""students,""soldiers" and collections…

The shift from preoperational thought to operativity entails the idea of necessity. The concrete operativity tasks were analyzed from this perspective. Results from a broad class of conservation training studies were also analyzed from the perspective of their efficacy, fidelity to necessity, and implications for school instruction. (Author/BW)

Three- to 7-year-old children were trained through reinforcement to select the more or less numerous of two rows of squares. All children successfully judged relative numerosity when number covaried with length or density, but only concrete operational children were successful when numbers did not covary with other dimensions. (Author/DB)