Abstract
The possibility of clear relationships among the grouping structures was explored using a “transfer of training” strategy. Tests of number and substance conservation, class inclusion, and transitivity were administered to 55 first-grade students. Twenty-seven subjects were trained using a highly verbal procedure emphasizing class addition activities. On the posttests, trained subjects significantly improved their class inclusion (p<.001) and number conservation (p<.01) scores. However, no effects were found for substance conservation or transitivity. In general, the data indicated that relations among grouping structures do exist but do not conform to simple hypotheses.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
