Facilitation of Conservation of Number in Young Children.

Autor/inn/en	Miller, Patricia H.; und weitere
Institution	Michigan Univ., Ann Arbor. Dept. of Psychology.
Titel	Facilitation of Conservation of Number in Young Children.
Quelle	(1973), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Development; Concept Formation; Conservation (Concept); Cues; Middle Class; Nursery Schools; Preschool Children; Stimuli; Task Performance + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Concept learning; Begriffsbildung; Konservierung; Stichwort; Mittelschicht; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Anreizsystem
Abstract	Nursery school children (N=64) received seven tests of conservation of number which varied in the type and number of perceptual supports for conservation. Most of the tests with these supports facilitated performance in comparison to the standard conservation test. Conservation appeared earlier than usual. There were significant effects of supports which emphasized correspondence and deemphasized length cues, unclear effects of the number of objects, and no effect of interest value of the stimuli. There was a set effect; i.e., beginning with the easiest test produced more conservation overall than did beginning with the most difficult test. It was proposed that the development of conservation involves several levels, varying from an early rudimentary understanding of invariance to the final, mature conception of number. (Author/SET)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC