Children's Responses to Verbally and Pictorially Presented Class-Inclusion Items and to a Task of Number Conservation.

Diner, Gerald A.; Kronberg, Debra D.

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Peer reviewed

ERIC Number: EJ104711

Record Type: Journal

Publication Date: 1974

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Children's Responses to Verbally and Pictorially Presented Class-Inclusion Items and to a Task of Number Conservation

Diner, Gerald A.; Kronberg, Debra D.

Journal of Genetic Psychology, 125, 1, 141-152, Sep 74

Verbal and pictorial class-inclusion questions were presented to children in kindergarten through grade 6. The data indicates that the purely verbal form of the question was less difficult for the children to answer than the pictorial form. (Author/CS)

Descriptors: Age Differences, Analysis of Variance, Concept Formation, Conservation (Concept), Elementary School Students, Performance Factors, Pictorial Stimuli, Task Performance, Verbal Stimuli

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