A Study of the Conservation of Substance in the Junior School Child

Lovell, K.; Ogilvie, Emma

doi:10.1111/j.2044-8279.1960.tb01665.x

Cited by 89 publications

(20 citation statements)

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“…Lovell (1959) confirmed Piaget's developmental stages, but Lovell and Ogilvie (1960) found, contrary to Piaget, that substance is not conserved for all time upon attainment, but is conserved only in very specific kinds of situations at first and then expands to others with experience and matura-tion. Lovell andOgilvie (1960, 1961) also pointed out clearly the problems of interpreting what children mean or understand in conversation.…”

Section: Mathematical and Physical Conceptsmentioning

confidence: 70%

Chapter I: Perceptual and Cognitive Development

Suchman¹,

Aschner²

1961

Review of Educational Research

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THIS CHAPTER is devoted to studies in the development of the cognitive processes involved in perceiving, thinking, and learning. It focuses on how and when these processes evolve, the factors that influence their formation, and their effects on the intellective functioning of the child. Development of the Perception of Physical StimuliDuring the past decade there has been increasing interest in the effects of central and intervening processes on the act of perceiving. The construc tion of theories and models of perceptual mediation has not been matched by empirical research, however, and a number of exciting hypotheses have been put forward that are still in need of adequate testing. In the absence of any broad, longitudinal studies, several reviews will be noted before empirical investigations are discussed.WohlwilΓs (1960a) analysis was limited to experimental investigations involving noncognitive, nonconceptual tasks. A decrease in the perceptual assimilation of objectively different stimuli was noted as a correlate of increasing age, while the distorting effects of contrast were found to in crease. Apparently, as the child becomes better able to discriminate, the very contrast between the differentiated stimuli of which he has become newly aware serves to produce distortions. This suggests a growing relativism and a corresponding reduction in the importance of the absolute properties of the stimulus. Other trends noted by Wohlwill were a tendency, increasing with age, to relate a stimulus to its spatial framework and a sharp drop in errors of spatial localization of body orientation. In all instances the im provement of perceptual discrimination was accompanied by the onset of centralized controls, which stabilized and simplified perceptual patterns, sometimes at the expense of objectivity (veridicality). The need for this simplicity can be inferred from another trend identified by Wohlwill, who noted that the young child requires more redundancy in a pattern to per ceive it correctly and prefers perceptual modes that provide a minimal scope of information. The question of whether or not age, learning, and the emer gence of central controls and regulatory mechanisms actually increase veridicality was singled out as the most significant open question to be faced.Bevan (1961) posed a theory of the evolution of perceptual frames of reference that was founded primarily on differentiation rather than associa tion. He pointed out that perceptual development is characterized by pro-451 at NORTH DAKOTA STATE UNIV LIB on July 1, 2015 http://rer.aera.net Downloaded from

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Section: Mathematical and Physical Conceptsmentioning

confidence: 70%

Chapter I: Perceptual and Cognitive Development

Suchman¹,

Aschner²

1961

Review of Educational Research

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“…Piaget's findings which have been supported by several studies (Dodwell, 1968;Elkind, a, b, c, 1964Kofsky, 1968;Lovell, Mitchell, & Everett, 1962;Lovell & Ogilvie, 1960Uzgiris, 1964;Wohlwill, 1960) indicate that conservation of substance develops first followed by conservation of weight and then volume. Furthermore, many of the training studies have shown that while there has been some success with certain training procedures designed to help a child understand a particular conservation task, there is mixed evidence with respect to whether or not transfer of learning occurs.…”

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confidence: 74%

An investigation of the relationship between concrete operational thought and reading achievement

Robeck¹

1981

Reading World

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“…A sample of the best-known experiments on the concept of conservation of quantity might include publications by Beard (1963), Lovell and Ogilvie (1960), Smedslund (1961), Elkind (1961), and Uzgiris (1964). We shall look at some of the results reported by these authors and then describe an experiment of our own designed to discover whether one of the extraneous factors which might affect the results of a test might be the degree to which the pupil is allowed actively to manipulate the materials involved in that test.…”

Section: Difficulties Of Using Piagetian Tests In the Classroom--i Kmentioning

confidence: 95%