ERIC Number: ED035441
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Stimulus Abstractness and the Conservation of Weight.
Murray, Frank B.
It was hypothesized that the acquisition of conservation behavior would be facilitated when stimuli were more concrete than abstract. Eighty white second graders were randomly assigned to four groups and presented with three conservation-of-weight problems. Clay balls and the conservation transformations were either shown, demonstrated, and described (Group I); shown in photographs and described (Group II); shown in line drawings and described (Group III); or simply verbally described (Group IV). The transforming problems were (1) changing the shape of the ball, (2) dividing the ball into three pieces, and (3) placing the ball next to larger and smaller clay balls. Conservers were those who said the ball's weight was unchanged by the transformation, while nonconservers said weight had changed. Seventy-three percent of the subjects conserved problem 1, 72 percent conserved problem 2, and 26 percent conserved problem 3. There were significantly more conservers in the group above the sample's median age, but performance was insensitive to differences in stimulus abstractness. (DR)
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Conservation (Concept), Grade 2, Learning Processes, Learning Theories, Stimuli
American Psychological Association, 1200 17th Street, N.W., Washington, D.C. 20036 (Division, 15, $2.50)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Psychological Association, Washington, DC.
Note: Paper is reprinted from the "Proceedings, 77th Annual Convention, APA, 1969," Division 15 which contains 48 pages, 30 presentations