A refinement of Hofmann's paradigm for conservation training is proposed. It is suggested that a delayed learning task be utilized for assessing generalization. This, it is argued, would be also be a more preferable measure of whether or not new cognitive structures have been acquired. (Editor)

Attempted to determine to what extent the conservation concepts of young children change in the period between kindergarten and first grade. (DD)

Methodological problems associated with conservation testing, related to task validity, horizontal decalage, and inference criteria, are isolated and discussed. (Editor)

Students who behave as though an equation (function) is unchanged by a transformation of variable are said to conserve equation (function). Tasks devised to test for conservation of equation and function were administered, along with typical Piagetian tasks, to 72 students, aged 12, 14, and 17. Results suggest that conservation of equation,…

This study investigated students' understanding of two mathematical relations as measured by conservation tasks. Thirty students were interviewed, half each at the middle and high school levels. The results suggest that the ability to conserve equation or function varies among pupils of different ages, sexes, and mathematical backgrounds. (MP)

Twenty-three high school biology students using the Biological Sciences Curriculum Study (BSCS) Blue Textbook were administered a weight conservation and two volume conservation tasks. A majority performed below formal-operational level, indicating that these students would be likely to encounter difficuluty with BSCS Blue Version materials. (MLH)

Reported is a study of 1555 students, grades 4-12, regarding understanding the concept of controlling variables. Subjects were examined on a task involving spheres rolling down an incline and striking a target sphere; they were evaluated upon their explanations of answers, not their choice of answers. Findings indicated that the Piagetian stage of…

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

Discusses students' understanding of the qualitative conservation of matter and how this understanding is influenced by previous instruction in chemistry and task variables. Results show the influence of group membership, task content, and problem context on students' performance. (ZWH)

Studies of the hierarchical attainment of conservation of physics concepts revealed significant differences with respect to age, sex, and grade level in a random sample of seventh and eighth grade students. Conservation of a quantity did not necessarily depend on the prior conservation of its constituent fundamental quantities. (MLH)