64 Ss from kindergarten through Grade 3, classified as non-conservers on a pretest for principles of conservation, were matched into Groups 1 and 2 by IQ, sex, and grade level. Then, Group 1 received tutoring in principles of conservation in the form of verbal instructions to imagine the transformation of materials, while Group 2 manipulated actual materials. A posttest, measuring the level of conceptual acquisition, showed significant gains after instruction by both methods. There was no significant relationship between chronological or mental age and grasp of conservation concepts after instruction.
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