Abstract
32 children (16 male and 16 female) at each of 4 age levels (4 through 7) were presented with 5 problems aimed at determining whether they had attained the concept of conservation. 4 kinds of questions concerning quantity were asked Ss following the manipulation of stimuli (e.g., rolling 1 of 2 clay balls into a sausage shape): "Is it the same? More? Less? Different?" 8 Ss in each age group were presented with a given kind of question. 3 types of conservation task were presented: questions of prediction, judgment, and explanation. Piaget's finding of an increase in conservation with age was confirmed. Sex differences were insignificant. The kind of question had very little effect. The type of conservation task had a significant effect on maturity of response at younger but not older age levels.
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