Seven hypotheses were derived from Piaget's (a) task analysis of the ordinal correspondence and conservation tasks; (b) description of the development from preoperation to concrete operational thinking; and (c) ideas about the necessary and sufficient conditions for this transition. An attempt was also made to solve the methodological problems of (a) how to determine whether a child is a real conserver or a pseudo-conserver; (b) how to determine whether the child understands the terms in a Piagetian task; and (c) variation in performance due to stimulus variables.
Twenty-eight four-year-old Ss, 36 kindergarten Ss, and 28 grade one Ss were each given the following seven tests, in addition to a test of counting ability: (1) a test of their ability to match the number of objects in a standard row; (2) a conservation of number test; (3) a test of their ability to anticipate and remember the results of a transformation
in a row of objects; (4) a test of the criteria on which they made judgments of quantity; (5) a test of their ability to build two corresponding
series of objects; (6) a test of their ability to find ordinal correspondences; and (7) a test of their ability to mentally transform a stimulus.
Five of the hypotheses were confirmed and one hypothesis was partially confirmed. The methodological problems were partially solved. A new approach to the development of number conservation ability was suggested by the data. / Arts, Faculty of / Psychology, Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/34505 |
| Date | January 1971 |
| Creators | Schreck, Cynthia Ann Nagel |
| Publisher | University of British Columbia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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