Minimal Modeling Input and Progress towards Conservation Mastery

Abstract

Summary Conservation learning when modeled judgments were not supplemented with justifications was studied as a function of acquisition criteria, model's statements, and activity requested from observers. Seventy-two noncon-servers (5.9–7.5 years, from both sexes) observed a model adding to or not adding to conservation judgment acknowledgement of perceptual differences and judgment repetition. During observation Ss had to justify or not justify modeled judgments. Immediate and seven-week delayed posttests followed. Model's statement and observer's activity yielded equivalent but limited and unstable generalization. Higher acquisition correlated with the ability to justify modeled judgments during observation. Results are attributed to differential prior mastery of cognitive competencies related to conservation.