Abstract
This study investigated the effects of basic concepts training on conservation acquisition in kindergarten children. A total of 41 children, 17 white boys, 15 white girls, 6 black girls, and 5 black boys, were randomly assigned within level of race and sex to four groups: Group 1, Basic Skills Training and Conservation Training; Group 2, Basic Skills Training; Group 3, Conservation Training; and Group 4, Contact Control. The experimental design called for Groups 1 and 2 to receive training on basic concepts, specifically “more than,” “less than,” “same,” and “different.” Following a second test session, Groups 1 and 3 then received training on conservation while Group 4 served as a contact control group for both training sessions. Only the conservation training program resulted in significant effects and that was for the white students alone. A retention testing administered several months after the conservation training showed a significant drop for those students who had received the conservation training and a significant increase for the contact control group.
Published Version
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