Investigates the developmental priority of identity conservation as contrasted with equivalence conservation using quantity and number conservation tasks. (Author/AJ)

Problems were solved most easily when there was a difference in only one dimension. Distance understanding correlated highly with age, intelligence, and conservation. Large social class differences for the task also appeared. (MH)

Training increased conservation responding but not verbalization of conservation principles. Stimulus desirability did not affect presence of conservation even in laboring-class subjects. (MH)

This study based on a PhD dissertation submitted to Wayne State University, indicates a "conceptual distinction within conventional Pigetian conservation tasks...The results indicate that identity conservation is developmentally prior to equivalence conservation. (Author)

A total of 156 kindergarten children were given Piagetian conservation of inequality tasks. The results indicated that number conservation is more likely with higher interest materials, with smaller aggregate sizes, with higher socioeconomic class females, and with children who perform better on addition and subtraction tasks. (DR)

In the first experiment, observations were made of children ages four-and-a-half to five-and-a-half years of age who were induced to use counting or matching in a Piagetian number conservation task. The spontaneous matching and counting behavior of a more mature but not yet conserving sample was investigated in the second experiment. (RH)

Reports on a study designed (1) to modify one of the few existing standardized tests of conservation so that it can be used to assess the conservation of identity as well as the conservation of equivalence and (2) to use both versions of the test to gather additional evidence on the question of developmental priority among young children. (MP)

Children at three age levels (4-6, 7-9, and 10-14 years) performed a reaction-time version of Piaget and Inhelder's rotating squares imagery task and a pivot and shape conservation recognition task. (JMB)

Two experiments were conducted to study developmental changes in the integration of stimulus dimensions in an area judgment task. Following functional measurement methodology, absolute judgments on a linear graphic rating scale were obtained. (Author/SS)

Reports three experiments which examined kindergarteners' ability to conserve number in response to three forms of questioning: nonverbal, standard, and control. There was no indication that a full mastery of conservation could be elicited earlier by the nonverbal procedure. (Author/JMB)