Effect of an “action” cue on conservation of amount

Marcia D. Minichiello*, Jacqueline J. Goodnow

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A modification of Piaget’s conservation task was found to be effective in facilitating conservation responses, with the effect depending on the grade level of Ss. The “actions” procedure, designed to underline the initial equivalence of two discontinuous quantities, facilitated judgments of conservation on the task among kindergarten children. Children at first-grade level had little room to improve on the first task but showed a significant transfer effect to a second task, a conservation task involving continuous quantitites and the usual Genevan procedure.

Original languageEnglish
Pages (from-to)200-201
Number of pages2
JournalPsychonomic Science
Volume16
Issue number4
DOIs
Publication statusPublished - 1969

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