Kindergartners who failed initial conservation tests involving relatively large quantities were given non-reinforced practice on conservation tests of small quantities, conservation tests of large quantities, or extraneous activity. Approximately 40% of the children in the small quantity practice group improved from pre- to posttests. No comparable gains were noted for the children in the other groups.
Get full access to this article
View all access options for this article.
References
1.
WinerG. A.Conservation of different quantities among preschool children. Child Development, 1974, 45, 839–842.
2.
ZimilesH.The development of conservation and differentiation of number. Monographs of the Society for Research in Child Development, 1966, 31, No. 6 (Serial No. 108).
