Conservation and Reading Readiness

Brekke, Beverly; Williams, John D.; Harlow, Steven D.

doi:10.1080/00221325.1973.10533196

Cited by 13 publications

(7 citation statements)

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“…Scatter of performance in conservation subscales, however, has been reported in adult schizophrenics (Sollod & Lapidus, 1977), psychotic children (Schmidt-Kitsikis, 1973;Voyat, 1980), and children with learning disability (Speece et al, 1986). Although the age and IQ effects in the normal group replicate those of other studies (Brekke et al, 1973;Brekke & Williams, 1976;Goldschmid, 1967;Mehler & Bever, 1967;Rubin et al, 1978;Wasik & Wasik, 1976), this is the first study to demonstrate different age and IQ correlates across conservation subscales.…”

Section: Discussionmentioning

confidence: 40%

“…In normal children, conservation skills are related to age (Goldschmid, 1967;Mehler & Bever, 1967;Wasik & Wasik, 1976), scholastic achievement (Brekke & Williams, 1976;Brekke, Williams, & Harlow, 1973), and measures of intelligence thought to be relatively independent of the influence of formal education (Goldschmid, 1967;Rubin, Brown, & Priddle, 1978;Wasik & Wasik, 1976). Only two studies have investigated the conservation skills of psychotic children (Schmidt-Kitsikis, 1973;Voyat, 1980).…”

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confidence: 99%

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Conservation and formal thought disorder in schizophrenic and schizotypal children

et al. 1990

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We studied the conservation scores of 21 schizophrenic and schizotypal children (aged 6;7–12;5 years) and 21 yoked normal mental age matches and their relationship to the Kiddie Formal Thought Disorder Scale measures. Like the normal children, the schizophrenic/schizotypal subjects were able to recognize the invariance of two dimensional space, number, and substance, but not of weight. Unlike the normal children, the schizophrenic/schizotypal children were poor conservers of continuous and discontinuous matter, and this was related to their illogical thinking scores. Age and IQ accounted for the conservation competence of the normal children. The conservation skills of the patients, however, were associated with the severity of their formal thought disorder scores, not with their age or IQ. The developmental approach employed in this study enabled further clarification of the cognitive parameters of formal thought disorder in middle childhood. We discuss the developmental, clinical, and possible information processing implications of these findings.

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Section: Discussionmentioning

confidence: 40%

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confidence: 99%

Conservation and formal thought disorder in schizophrenic and schizotypal children

et al. 1990

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“…Researchers have repeatedly found that the difference in reasoning ability, at least as expressed by facility in classification, seriation, and conservation, predicted success in early school grades as measured by a variety of standardized and nonstandardized tests. These include the Metropolitan Readiness Test (Ayers, Rohr, & Ayers, 1974), the Gates-McGinitie Reading Test (Beers, 1976;Brekke, Williams, & Harlow, 1973), the Classroom Reading Inventory (Brekke & Williams, 1974), the Primary Abilities Test (Freyberg, 1966), the Metropolitan Achievement Test (DeVries, 1974), the Stanford Achievement Test (Kaufman & Kaufman, 1972), and the Stanford Reading Test (Stanfill, 1975), as well as ad hoc measures composed by researchers and teachers. Whether achievement was more predictable from scores on the various measures of cognitive development in Piagetian terms or from psychometric IQ, or whether correlations changed much when one or the other was partialed out, differed from study to study (Waller, 1977).…”

Section: Diflerences In Achievementmentioning

confidence: 99%

Differential results of instruction at the preoperational/concrete operational transition

Pasnak¹,

Hansbarger²,

Dodson³

et al. 1996

Psychol. Schs.

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The same cognitive intervention was attempted with children from two schools serving different populations. All children were identified by their teachers as having cognitive difficulties in kindergarten. Within each school, children were randomly assigned to experimental and control groups. Children in the experimental groups received more than 40 short lessons on unidimensional classification (oddity), seriation, and number conservation. These lessons were taught via a learning-set procedure employing 160 kinds of manipulatable objects. Children in the control groups received an equal amount of instruction on verbal and mathematics materials recommended by their teachers. Five months after the instruction was concluded, the experimental group in one school scored significantly better on a psychometric test of reasoning. There was no significant difference in verbal and mathematics achievement. Differences in the significance of outcomes of the intervention at the two schools suggest that children at different stages of cognitive development will benefit differently from cognitive interventions.As Silliphant (1983) has pointed out, kindergarten must in part be a diagnostic period, because of differences in children who are developing normally when they enter school and those who are lagging cognitively but are not mentally retarded. DiHerences in ReasoningWithin the Piagetian framework, Inhelder and Piaget (1959/1964, p. 53) described classifications by 5-year-olds that are nongraphic but lack the inverse operation of class inclusion. These classifications, identified as an advanced form of the second stage of classification, amount to successful employment of the oddity principle to any one dimension that is relevant. Children who are well along in this transition to concrete operational thought solve oddity problems easily, focusing on the critical feature in spite of irrelevant perceptual similarities and differences (Kemler Nelson, 1990; Sugimura & Taki, 1989; Ward, Vela, & Hass, 1990). Children of the same age and in the same kindergarten, but lagging cognitively, will show partial reversions to the graphic collections of Stage I, or may even be in Stage I. The intrusion of perceptually salient characteristics of stimuli and the complexive nature of their thinking prevent successful and consistent consideration of relevant differences even when only one dimension need be attended.At about the same time some children have become able to conserve simple dimensions of matter, such as number or substance. Piaget (1941/1952, p. 33, 47) described conservation of discontinuous quantities by 5-and 6-year-olds and their recognition that rows of items retain equivalency in number irrespective of the arrangement of their elements. This understanding of reversibility and equivalence, which Piaget defines as a mathematical operation, is not shared by other children of the same age. Some are unable to maintain their intuitive grasp of equivalence in the face of a perceptual conflict. They do not realize that number or q...

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“…Elkind (1976), for example, has suggested that the concept of a letter necessitates intellectual processes no different than those involved in concept formation of physical phenomena. A number of studies have produced moderate to high correlations between logical reasoning measures and reading readiness scores among kindergarteners and first-graders (e.g., Ayers, Rohr & Ayers, 1974;Brekke, Williams, & Harlow, 1973). There is, however, little empirical information on how logical reasoning ability is related to the acquisition of print-related concepts and skills during the preschool period, when most children function as preoperational thinkers.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Logical Reasoning Ability, Oral Language Comprehension, and Home Experiences to Preschool Children's Print Awareness

Hiebert

1980

Journal of Reading Behavior

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Abstract. The study examined the relationship of logical reasoning ability, oral language comprehension, and home experiences to preschoolers' print awareness. Measures of print awareness were: letter naming, visual discrimination, auditory discrimination, and two measures which assessed concepts about print (knowledge about the purposes of print in the environment and knowledge about the processes involved in using print). Sixty three-, four-, and five-year-olds were tested on the measures of print awareness, logical reasoning ability, and lexical and grammatical comprehension of oral language. Information on home experiences was obtained by surveying parents on their own reading habits and the reading-related activities in which they participated with their children. Three measures-logical reasoning ability, lexical comprehension, and home teaching activites-provided the best overall model in accounting for differences in children's performances across the print awareness measures.Most teachers would quickly assert that entering schoolchildren differ greatly in ability to benefit from reading instruction. At one end of the spectrum is the child who already reads; at the other is the child who hasn't a clue about the purpose of the squiggles on the page. Investigators and practitioners have searched extensively for explanations of these differences in children's reading readiness. For the most part, they have confined their search to differences which exist among children when they enter school, with much less effort devoted to tracing the development of differences in print awareness over the preschool period. Yet differences in reading readiness among children when they enter school must reflect different

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Conservation and Reading Readiness

Cited by 13 publications

References 0 publications

Conservation and formal thought disorder in schizophrenic and schizotypal children

Conservation and formal thought disorder in schizophrenic and schizotypal children

Differential results of instruction at the preoperational/concrete operational transition

The Relationship of Logical Reasoning Ability, Oral Language Comprehension, and Home Experiences to Preschool Children's Print Awareness

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