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Peer reviewedRobert, Michele – British Journal of Psychology, 1983
Assessed the authenticity of conservation attainment through an observational learning paradigm. First grade children (N=60) were exposed to either a peer or adult model who was either present or absent during a series of tasks. No correlation was found between social influence and observational acquisition of conservation. (Author/JAC)
Descriptors: Age Differences, Cognitive Development, Conservation (Concept), Elementary School Students
