Different Types of Conservation and Nonconservation and Their Relation to Age, Sex, Iq, Ma, and Vocabulary

Goldschmid, Marcel L.

doi:10.1111/j.1467-8624.1967.tb04398.x

Cited by 19 publications

(34 citation statements)

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“…However group I and group II differ also in IQ, while groups I and II, and group III differ in age. These data modify our conclusion since we may assume that conservation is positively correlated with IQ and age [Goldschmid, 1967].…”

Section: Resultscontrasting

confidence: 47%

On the Conservation of Liquids

Hamel¹

1971

Human Development

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Bruner’s study of the conservation of liquids in which he concludes that a recognition of identity precedes the recognition of quantitative equivalence is supported. The effect that conservation responses are furthered by reminding the child beforehand of the sameness of the water in the containers which changes in appearance, was not established by us. The striking improvement in conservation on the posttest which Bruner mentions, was also not confirmed. It is suggested that when studying conservation the semantic and syntactic aspects of the language ought to be taken into account.

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Section: Resultscontrasting

confidence: 47%

On the Conservation of Liquids

Hamel¹

1971

Human Development

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“…Although sex differences in cognitive development were never directly addressed by Piaget, his theory suggests that there are none (Goldschmid, 1967) , and the majority of studies support this conclusion (e.g., Elkind, 1967). However, contradictory results appear sporadically in the literature, even though most reports of sex differences in early cognitive development are presented incidentally .…”

mentioning

confidence: 77%

“…However, contradictory results appear sporadically in the literature, even though most reports of sex differences in early cognitive development are presented incidentally . Goldschmid (1967) found that boys performed "at a higher level" than girls on 10 different conservation tasks. These results were attributed to differential opportunity, favoring girls, to manipulate objects and to perceive their transformations.…”

mentioning

confidence: 99%

“…Conservation of number and continuous quantit y are the first conservation tasks to be mastered by concreteoperational children (Brainerd, 1978;Goldschmid , 1967). According to Piaget, children pass through three global stages in an invariant order from the preoperational (preschoolers) to a transitional stage of inconsistent conservation (6-7 years old), and then on to the third stage of true conservers at the age of approximately 8 years (Brainerd, 1978).…”

mentioning

confidence: 99%

“…Success on a conservation task is taken as evidence of the capacity for logical thought. Conservation ability also serves to delineate a child's transition from the prelogical preoperational period to the logical concrete-operational period (Brainerd, 1978).Conservation of number and continuous quantit y are the first conservation tasks to be mastered by concreteoperational children (Brainerd, 1978;Goldschmid , 1967). According to Piaget, children pass through three global stages in an invariant order from the preoperational (preschoolers) to a transitional stage of inconsistent conservation (6-7 years old), and then on to the third stage of true conservers at the age of approximately 8 years (Brainerd, 1978).…”

mentioning

confidence: 99%

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Sex differences and effects of sex of examiner in early conservation ability

Sclafani

LaBarba

1982

Bull. Psychon. Soc.

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Twenty-four male and 24 female kindergarten and first-grade students were assessed on two conservation-of-number tasks and a conservation-of-continuous-quantity task to determine whether sex differences exist in conservation ability development and to investigate whether sex of examiner influences conservation performance. No significant sex difference effects were obtained, and the sex of experimenter was not found to reliably influence conservation performance. Support was found for the Piagetian notion of stages in conservation development. A discussion of the reliability of the methodology employed, a compromise between Piaget's clinical method and standardized assessments, is also presented. 191The conservation problem has been perhaps the foremost topic of research in Piaget's theory of cognitive development. Exhaustive investigations of the roles of such subject variables as age, sex, and intelligence, along with experimenter variables such as expectancy and methodology , have been linked to various conservation abilities (MogdiI & Mogdil, 1976). In Genevan psychology, the schema of conservation refers to a child's ability to retain , or conserve, the constancy of a stimulus object following a transformation of its physical appearance. Success on a conservation task is taken as evidence of the capacity for logical thought. Conservation ability also serves to delineate a child's transition from the prelogical preoperational period to the logical concrete-operational period (Brainerd, 1978).Conservation of number and continuous quantit y are the first conservation tasks to be mastered by concreteoperational children (Brainerd, 1978;Goldschmid , 1967). According to Piaget, children pass through three global stages in an invariant order from the preoperational (preschoolers) to a transitional stage of inconsistent conservation (6-7 years old), and then on to the third stage of true conservers at the age of approximately 8 years (Brainerd, 1978).A number of studies have been directed to the question of sex differences in cognitive development and performance. Maccoby and Jacklin (1974) have reported that reliable sex differences in cognitive ability do not appear until 13 or 14 years of age. The absence of sex differences prior to this time has been attributed partly to shared experiences (i.e., school curricula) during elementary school. The general conclusion is that report ed sex differences in early cognitive development are secondary, or environmentally induced, differences rather than primary, biologically based, sex differences (Wittig & Peterson, 1979).

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Conservation of weight across different materials by lebanese school children in beirut

Za'rour

1971

Science Education

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Different Types of Conservation and Nonconservation and Their Relation to Age, Sex, Iq, Ma, and Vocabulary

Cited by 19 publications

References 7 publications

On the Conservation of Liquids

On the Conservation of Liquids

Sex differences and effects of sex of examiner in early conservation ability

Conservation of weight across different materials by lebanese school children in beirut

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