How young children pour equal quantities: A case of pseudocompensation

McShane, John; Morrison, David

doi:10.1016/0022-0965(83)90067-x

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…One example of this phenomenon was reported by McShane & Morrison (1983). We argued that the response of the younger children could be explained as a judgement of relative fullness and thus as an attempt to preserve approximately the same ratio of full to empty space.…”

Section: Are Young Children's Judgements Of Liquid Inequality Rule Gumentioning

confidence: 85%

Are young children's judgements of liquid inequality rule guided or stimulus driven?

McShane¹,

Morrison²

1985

British J of Dev Psycho

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Previous research has indicated that children below the age of 4 years are more likely to judge liquid quantity on the basis of the relative fullness of two containers than on the heights of the liquid columns. Two experiments are reported that investigated this phenomenon further in the context of judgements of liquid inequality. When relative fullness information was available children below the age of 4 years performed significantly better than children above that age. An explanation that young children use a relative fullness rule is contrasted with an explanation based on stimulus salience. It is argued that young children do not use a single strategy but rather that their judgements are determined by salient stimulus dimensions.

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Section: Are Young Children's Judgements Of Liquid Inequality Rule Gumentioning

confidence: 85%

Are young children's judgements of liquid inequality rule guided or stimulus driven?

McShane¹,

Morrison²

1985

British J of Dev Psycho

Self Cite

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show abstract

“…We discuss this assumption because from literature we know that very young children indeed score at chance level, four to six year olds score below chance level, and later on, they score above chance level (McShane & Morrison, 1983). The phases of the model of Flavell and Wohlwill (1969) What should be clear now is that some assumption on the change of the independent variables is necessary to specify a sequence of behavior.…”

Section: A Routes Through Control Planementioning

confidence: 99%

Catastrophe Analysis of Discontinuous Development

Maas

Molenaar

1996

Categorical Variables in Developmental Research

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“…A study by Kaplan (1987) linked conservation of continuous quantity (liquid) to the child's capacity to use measurement in comparing liquid quantity. McShane & Morrison (1983Morrison ( , 1985 found that, while 3-year-olds tend to use a relative-fullness strategy in judging liquid quantity, 4-year-olds are more likely to rely on height cues. These studies employed single-item measures of the constructs under investigation; their results were, therefore, subject to some unreliability.…”

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confidence: 99%

The child's understanding of functional relations in the domain of liquid quantity

Schonfeld

1994

British J of Dev Psycho

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Four liquid comparison tasks were designed to assess children's knowledge of functional relations, one-directional compositions of functional relations (greater + greater yield greater) and countervailing compositions (greater + lesser yield ?) in 4to 7-year-olds. O n one task, in which height indexed quantity, children of every age group performed well. Success on the other comparison tasks was related to operative level, as indexed by conservation performance, and age. More advanced pre-operational children evidenced a degree of success on the one-directional composition task. Consistent with Schonfeld (1990), the results suggested that at more advanced operative levels: (1) the understanding of increasingly complex functional relations emerges and (2) thinking becomes increasingly exact. Correlational results revealed consistency across measures and factor-analytical findings suggested that a unitary developmental factor underlies performance differences. An attentional explanation of the findings was ruled out. The findings highlighted the multifaceted nature of children's progress toward integrating information from different dimensions of the comparison tasks.Psychology, 26, 94-102.

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How young children pour equal quantities: A case of pseudocompensation

Cited by 4 publications

References 18 publications

Are young children's judgements of liquid inequality rule guided or stimulus driven?

Are young children's judgements of liquid inequality rule guided or stimulus driven?

Catastrophe Analysis of Discontinuous Development

The child's understanding of functional relations in the domain of liquid quantity

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