Development of Number Conservation: An Examination of Some Predictions from Piaget's Stage Analysis and Equilibration Model

Pufall, Peter B.; Shaw, Robert E.; Syrdal-Lasky, Ann

doi:10.2307/1127674

Cited by 18 publications

(8 citation statements)

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“…Finally, a consistency analysis was performed. In an earlier study, Pufall et al (1973) reported that children's cardinal number judgments became progressively more consistent between the ages of 2 and 4. For a given stimulus, an "inconsistent" judgment occurs when the subject gives a response that is consistent with one cue (say, length) and then, on a later trial with the same stimulus, gives a reponse that is consistent with some other cue (say, number).…”

Section: Resultsmentioning

confidence: 93%

“…These findings suggest that, for given stimuli, children age 4 and above select a specific cue and base all their judgments on it. They also suggest that the age changes in consistency observed by Pufall et al (1973) may be restricted to the early preschool years.…”

Section: Resultsmentioning

confidence: 97%

“…The stimuli in Figure 1 were administered to a large sample of 4-and 6-year-olds. In previous studies (e.g., Pufall & Shaw, 1972;Pufall, Shaw, & Syrdal-Lasky, 1973), subjects' responses were simply reported as correct or incorrect. With certain stimuli (e.g., Figure 1, Stimuli 2, 3,5 & 6), this does not allow one to say whether incorrect responses are based on length or density.…”

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confidence: 99%

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Effects of spatial cues on children's cardinal number judgments.

Brainerd

1977

Developmental Psychology

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 97%

mentioning

confidence: 99%

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Effects of spatial cues on children's cardinal number judgments.

Brainerd

1977

Developmental Psychology

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“…There are a few seriation training studies that have utilized social learning principles to successfully train chil dren in a complete and systematic ordering task (Henderson and Swanson 1975;Henderson, Swanson, andZimmerman 1975j Swanson andHenderson 1976a Pufall and associates (Pufall and Shaw 1972;Pufall, Shaw, and Syrdal-Lasky 1973) have done an extensive study of con servation of number with seven object configurations based on four conservation rules that systematically vary spatial proper ties in relation to number judgments. Unlike most conservation studies, though, transformations of shape were not made in the child T s view.…”

Section: Empirical Evidence On Seriationmentioning

confidence: 99%

The Relative Influence of Observation, Imitative Motor Activity, and Feedback on the Induction of Seriation

Swanson¹

1979

The Journal of Genetic Psychology

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“…Applying scalogram analysis to the data will show the developmental sequences of these perceptual and linguistic skills and where they interact in terms of different periods of peaking. Analyses other than scalograms are also applicable here in measuring developmental sequences (Brainerd 1973, Pufall, Shaw, & Syrdal-Lasky 1973, Wong 1975.…”

Section: Satz and Van Nostrand's (1973) Theorymentioning

confidence: 99%

The Role of Theory in Learning Disabilities Research Part II. A Selective Review of Current Theories of Learning and Reading Disabilities

Wong

1979

J Learn Disabil

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This paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. Generally these new frameworks are devoid of the conceptual and methodological problems that plagued the earlier theories of learning disabilities. Altogether they present an exciting array of diverse ways of conceptualizing the causes of learning disabilities. More importantly they hold exciting heuristic promise. Through theory-based and programmatic research, important knowledge will accrue to our understanding of the causes of learning disabilities. This knowledge will enable us to serve the learning disabled more profitably. T his paper is a sequel to "TheRole of Theory in Learning Disabilities Research, Part 1: An Analysis of Problems." It contains a selective review of current theories of learning disabilities and reading disability or both. The theories were assessed for their strengths and weaknesses in the order they appeared in the literature. They include theories proposed by Adelman (1971), Senf (1972), Satz and Van Nostrand (1973), Ross (1976), Vellutino (1977), and Torgesen (1977). Finally a theory on reading disability from our colleagues in reading, Wiener and Cromer (1967), is discussed because of its relevance to our field. ADELMANS INTERACTIONAL MODEL Adelman (1971) has presented an interactional model of learning disabilities. His model stresses that a youngster's success or failure in school is a function of the interaction between his strengths, weaknesses, limitations, and the specific classroom situational factors he encounters including individual differences among teachers and differing approaches to instruction.Thus he rejects the idea that the responsibility of school failure rests entirely with the "disordered child." Adelman emphasizes that the nature of the interaction between the child and the instructional program determines school success or failure. This interaction is stated in a testable form:The model predicts the greater the discrepancy between the child's characteristics and the program characteristics, the greater the likelihood of poor school performance. This hypothesis suggests that there are children whose learning difficulties are due, primarily, to the fact that their classroom programs are not effectively personalized to accommodate individual differences. A corollary to this hypothesis is that the greater the teacher's ability in personalizing instruction, the fewer will be the number of children in his classroom who exhibit learning problems; conversely, the poorer the teacher's ability in personalizing instruction, the greater will be the number of children, with learning

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Development of Number Conservation: An Examination of Some Predictions from Piaget's Stage Analysis and Equilibration Model

Cited by 18 publications

References 0 publications

Effects of spatial cues on children's cardinal number judgments.

Effects of spatial cues on children's cardinal number judgments.

The Relative Influence of Observation, Imitative Motor Activity, and Feedback on the Induction of Seriation

The Role of Theory in Learning Disabilities Research Part II. A Selective Review of Current Theories of Learning and Reading Disabilities

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