Abstract
The experiment was conducted in two sessions over two successive days on 90 children with a mean age of 5-1. All Ss were given pretests and posttests of conservation of number, length, and substance. Half were given pretraining on the verbal discrimination of length and number, and half were not. One-third of the Ss in each of the pretraining groups were given direct training on number conservation, one-third were exposed to situations designed to produce internal cognitive conflict, and one-third received no training on number conservation. Subjects in the conflict-plus-verbal pretraining group outperformed Ss in the control group without verbal pretrainihig. There was very little transfer of training from number conservation to other kinds of conservation.
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