The effect of additional testing on conservation of number performance

Abstract

The purpose of this study was to assess the effects of response climate, by examining the effects of an additional testing experience, on the conservation of number performance of 4- and 5-year-old lower socioeconomic status children. A second purpose was to determine if there is a differential effect of response climate for children at various stages of development and/or for each sex. Results indicated that when compared with a control group, participation in an additional testing session resulted in significantly higher conservation of number performance scores for both male and female 4- and 5-year-old lower socioeconomic children at Level III of development. The greatest difference in this performance, however, was exhibited by males. Additional testing did not significantly affect the performance of males and females at Levels I and II of development.