Abstract
Five experiments are reported which test Piaget's contention that the 4- or 5-year-old child is incapable of the conservation of continuous and discontinuous quantities. The results show that the failure to conserve cannot be attributed to a simple nonrepetition response set; and that the incidence of conservation cannot be increased by methods which employ emphasis on (a) quantification, (b) the continuity of the transformation, (c) or continuity of transformation combined with reduction of visual cues. The feedback method, judged by stringent criteria, is also ineffective, although when more liberal standards are applied, it achieves a modicum of success. In general, the results support Piaget's position that the young child is incapable of conservation.
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