Abstract
Summary Two separate experiments were completed to test the effect of valence on performance of kindergarten Ss on a conservation task. Forty-eight Ss in Experiment I, with a mean age of 5.5 years, were asked to conserve a volume of liquid. A significant number of Ss failed to conserve the volume (p < .001), but when valence—desirability of the liquid to drink—was added, a significant number of Ss changed their choices (p < .02) to show conservation. Thirty-eight Ss in Experiment II, with a mean age of 5.5 years, were asked to conserve volume of liquid with valence attached to the first choice. A significant (p < .01) number of Ss showed conservation of volume. The results of the two experiments were compared and discussed in relation to valence and language development as relevant variables in conservation tasks.
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