This thesis has explored the nature of the relationship between Piaget's concept of conservation and performance on standardized achievement and intelligence tests for Kindergarten, first and second grade Ss. The Pearson product-moment correlations indicated a positive and significant relationship between conservation and achievement at the Kindergarten level. The first grade, which suffered from a lack of variability on the conservation variable, failed to show a significant relationship between conservation and any other variables. The second grade correlations indicated a positive and significant relationship between conservation and both IQ and mathematics achievement. Partial and multiple correlations also indicated that conservation had a positive and significant relationship with mathematics achievement.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/180646 |
| Date | January 1973 |
| Creators | Miller, Raymond B. |
| Contributors | Harshbarger, Laurence H. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 55 leaves ; 28 cm. |
| Source | Virtual Press |
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