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A Test of Bryant's Claims Concerning the Young Child's Understanding of Quantitative Invariance
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Katz, Helga; Beilin, Harry – Child Development, 1976
An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)
Descriptors: Cognitive Development, Conservation (Concept), Number Concepts, Preschool Children
Early Number "Conservation" and Experimenter Expectancy
Peer reviewed Peer reviewed
Hunt, Trevor D. – Child Development, 1975
The possible effect of experimenter expectancy in number conservation task experiments was explored. (JMB)
Descriptors: Cognitive Development, Conservation (Concept), Early Childhood Education, Number Concepts
Heterogeneity and Spatial Factors as Determinants of Numeration Ability
Peer reviewed Peer reviewed
Siegel, Linda S. – Child Development, 1974
The development of the ability to associate numerals with sets of appropriate size was studied in children, ages 4 to 5-1/2. (ST)
Descriptors: Cognitive Development, Concept Formation, Laboratory Experiments, Number Concepts
Is 27 a Big Number? Correlational and Causal Connections among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison
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Laski, Elida V.; Siegler, Robert S. – Child Development, 2007
This study examined the generality of the logarithmic to linear transition in children's representations of numerical magnitudes and the role of subjective categorization of numbers in the acquisition of more advanced understanding. Experiment 1 (49 girls and 41 boys, ages 5-8 years) suggested parallel transitions from kindergarten to second grade…
Descriptors: Females, Individual Differences, Classification, Elementary Education
Development of Number Conservation: An Examination of Some Predictions from Piaget's Stage Analysis and Equilibration Model
Peer reviewed Peer reviewed
Pufall, Peter B.; And Others – Child Development, 1973
Study tests four predictions derived from Piaget's cognitive theory. (CB)
Descriptors: Age Differences, Cognitive Development, Concept Formation, Conservation (Concept)
The Role of Body Parts and Readiness in Acquisition of Number Conservation
Peer reviewed Peer reviewed
Curcio, Frank; And Others – Child Development, 1971
A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Data Analysis
Mother Behavior in an Unstructured Situation and Child's Acquisition of Number Conservation.
Peer reviewed Peer reviewed
Hatano, Giyoo; And Others – Child Development, 1980
Investigates which aspects of the mother behavior in interaction would be related, and in what way, to the child's acquisition of number conservation as a criterion measure of later cognitive development. (MP)
Descriptors: Cognitive Development, Conservation (Concept), Foreign Countries, Influences
The Child's Representation of Number: A Multidimensional Scaling Analysis.
Peer reviewed Peer reviewed
Miller, Kevin; Gelman, Rochel – Child Development, 1983
Judgments of similarities between numbers were solicited from kindergarten, third-grade, sixth-grade, and adult subjects. Results suggested children become sensitive to an expanding set of numerical relations during the period from kindergarten through sixth grade. Results of a second study suggested that the number similarity judgments of…
Descriptors: Adults, Cognitive Development, Computation, Concept Formation
Representation and Reasoning in Early Numerical Development: Counting, Conservation, and Comparisons between Sets.
Peer reviewed Peer reviewed
Sophian, Catherine – Child Development, 1995
Three experiments explored the developmental relationship between counting and number conservation in children from three to six years old. Results indicated that there was a close relationship between the two; that only the oldest children gave evidence of conserving; and that, in general, there is evidence of protracted development in young…
Descriptors: Age Differences, Cognitive Development, Computation, Conservation (Concept)
U.S. and Korean Children's Comprehension of Fraction Names: A Reexamination of Cross-National Differences.
Peer reviewed Peer reviewed
Paik, Jae H.; Mix, Kelly S. – Child Development, 2003
Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but…
Descriptors: Children, Cognitive Development, Comparative Analysis, Cross Cultural Studies