Abstract
Children in the age range from three to seven were tested in two experiments for their comprehension of the terms more and less. The findings of Donaldson and Balfour (1968) were replicated for both discrete and continuous substances and it was observed that even at age seven some children have not yet differentiated these two terms. Semantic differential ratings by the children gave independent support for these findings. The results were discussed in terms of general cognitive development and conservation tasks.
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