Abstract
TOMLINSON-KEASEY, C.; EISERT, DEBRA C.; KAHLE, LYNN R.; HARDY-BRowN, KAREN; and KEASEY, BLAKE. The Structure of Concrete Operational Thought. CHILD DEVELOPMENT, 1979, 50, 1153-1163. A 4-year longitudinal study of the development of concrete operational thought was conducted. 56 kindergarten children were followed through 3 testing phases over 2 years. 38 of these children were followed an additional 2 years. The children were administered tests assessing seriation, numeration, class inclusion, hierarchical classification, and conservation of mass, weight, and volume. Multiple regression analyses showed that the levels of seriation and numeration skills in kindergarten were powerful predictors of the acquisition of conservation of mass and volume in third grade. The cross-lagged panel analysis indicated that causal relationships existed between conservation and classification. The implications of these data for a structural position were examined.
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