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| Cognitive Development | 18 |
| Conservation (Concept) | 18 |
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| Child Development | 2 |
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Whiteman, Martin; Peisach, Estelle – Develop Psychol, 1970
Descriptors: Cognitive Development, Conservation (Concept), Cues, Sensory Experience
Murray, Frank B. – J Educ Psychol, 1970
Descriptors: Abstract Reasoning, Cognitive Development, Concept Formation, Concept Teaching
Peer reviewedAffleck, Glenn; Joyce, Patricia – Journal of Genetic Psychology, 1979
The association of locus of cerebral hemispheric specialization of spatial function with identity and equivalence conservation judgments was tested in a group of four- to six-year-old right-handed children (N=31). (Author/MP)
Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Identification
Peer reviewedCurcio, Frank; And Others – Child Development, 1971
A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Data Analysis
Peer reviewedHiggins-Trenk, Ann; Looft, William R. – Journal of Psychology, 1971
Descriptors: Cognitive Ability, Cognitive Development, Conservation (Concept), Nonverbal Communication
Daehler, Marvin W. – Child Develop, 1970
Studied discriminative and investigatory response behavior and effects of response training on children 4-5 to 6-5 years of age. (DR)
Descriptors: Age Differences, Child Development, Cognitive Development, Concept Formation
Peer reviewedWilliams, John D.; Brekke, Beverly W. – Journal of Genetic Psychology, 1979
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Conservation (Concept)
Stearns, Kathryn; Borkowski, John G. – Amer J Ment Deficiency, 1969
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Conservation (Concept)
ENGELMANN, SIEGFRIED – 1967
TO DETERMINE HOW TRAINING WOULD AFFECT CHILDREN FROM DIFFERENT LEVELS OF DEVELOPMENT, FIVE DISADVANTAGED AND FIVE ADVANTAGED PRESCHOOLERS WERE GIVEN SPECIFIC PROBLEM SOLVING TRAINING TO PREPARE TO SOLVE A CRITERION PROBLEM. THIS STUDY WAS AN ATTEMPT TO DISPROVE PIAGET'S THEORY THAT CHILDREN MUST HAVE REACHED A CERTAIN STAGE OF CONCRETE-OPERATIONAL…
Descriptors: Advantaged, Cognitive Development, Concept Formation, Concept Teaching
Download full textMiller, Patricia H.; And Others – 1973
Nursery school children (N=64) received seven tests of conservation of number which varied in the type and number of perceptual supports for conservation. Most of the tests with these supports facilitated performance in comparison to the standard conservation test. Conservation appeared earlier than usual. There were significant effects of…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Conservation (Concept)
Peer reviewedBat-haee, Mohammad Ali – Psychological Reports, 1971
Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Intellectual Development
Peer reviewedKaufmann, James M.; And Others – Psychological Reports, 1971
Descriptors: Age Differences, Cognitive Ability, Cognitive Development, Conservation (Concept)
Peer reviewedBrush, Lorelei R.; And Others – Journal for Research in Mathematics Education, 1978
An experimental and control group of thirty-two four and five year-old children received identical quantitative tasks except for the language used. Results showed that children's difficulties with simple arithmetic tasks were not purely linguistic. The conclusion supports the suggestion that the development of language is intertwined with…
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Educational Research
Peer reviewedLittle, Audrey – Child Development, 1972
Results indicate that within the limitations of this study there is evidence that children with superior" intelligence showed more mature response patterns on Piaget-type tasks than children of the same age with average" intelligence test scores. (Author)
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Intelligence Differences
Hooper, Frank H.; Toniolo, Thomas A. – 1976
Kindergarten and third grade children originally assessed in 1973 were retested one year later on a series of conservation and transitive inference tasks (length and weight content areas). An additional sample of matched cohort/grade subjects was assessed in the second year only to permit evaluation of repeat measurement biases for the…
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Concept Teaching
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