Learning and operational convergence in logical thought development

Abstract

Kindergarten Ss ( N = 170) were tested, trained and retested on conservation tasks. Pre- and posttesting were on length, number and area conservation using experimental and verbal report procedures. Ss were trained on length and number conservation using nonverbal reinforcement, verbal orientation-reinforcement, verbal rule instruction and “equilibration” methods. Results indicate training to be effective in facilitating conservation performance but principally with the verbal rule instruction method. No conservation learning transferred to the area task. Correct verbalization of the conservation principle, both before and after training, was less predictive of correct performance in conservation tasks than the reverse. On pretest, there was little convergence of conservation performance for children who did not fully conserve. Training materially increased convergence, but not to the extent represented among conservers who acquired the capacities less formally.