To examine the order in which transitivity, conservation, and class inclusion emerge from a non-Western cultural perspective, two studies were carried out in Gaborone, Botswana, and in Botswana as a whole, involving 659 children in Standards (Grades) 2 and 3. In both studies the predominant sequence of emergence was transitivity, conservation, and class inclusion; this finding supports the existence of a decalage of the three concepts in a non-Western culture.
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