ERIC Number: ED089878
Record Type: Non-Journal
Publication Date: 1970-Apr
Reference Count: N/A
A Test for Artifacts in the "Conservation of Quantity" Section of the Intellectual Tasks Test. Research Report.
Two studies attempted to clarify the Intellectual Tasks test assessment of number conservation by testing for two possible artifacts due to procedure: (1) Effects of preceding questions on the following test questions, and (2) operations or manipulations of the test materials by the examiner. Forty Mexican-American first and second graders were divided into four experimental groups, receiving (1) the original test procedure, (2) control for order (asking final test questions first) but not manipulation, (3) control for manipulation (different sets of objects, glued down) but not order, and (4) controls for both possible artifacts. It was predicted that the control procedures would lead to a greater number of conservers, particularly on Test 1 (7 items) as opposed to Test 2 (15 items). Results were unclear, but did not support the predictions. Two research problems were identified: (1) Subjects' motivation and (2) their ability to count. A second study tested 24 Mexican-American and Black first and second graders from a classroom operating on a token-economy basis. A significantly higher percentage of these children could count and conserve on the 15-item task. Discussion focuses on the importance of motivational variables in human learning research with disadvantaged children. (DP)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Early Childhood Education.