Results appear to indicate that the belief systems of the young child about the attributes of a stimulus person can be altered extensively by introducing characteristics completely unrelated to these attributes into the semantic representation of that person. (Authors)

Compensation as assessed by any one test or criterion used is more difficult than conservation. And, the understanding of the compensation principle, as manifested in verbal statements, continues to develop well after the age at which liquid conservation may be taken for granted. (Authors)

Study tests four predictions derived from Piaget's cognitive theory. (CB)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Results show that both kindergarten nonconservers and kindergarten conservers found height most salient. Third-grade conservers found quantity most salient but could easily attend to height and width. (Author/CB)

Purpose of this study was to examine the nature of correlations among tasks purporting to measure communicative, cognitive, role-taking, and spatial egocentrism in childhood. (Author/CB)

Results are discussed in terms of why children of the same age fail to conserve number in the standard conservation task and how complex number concepts might develop. (Author)

A data analysis procedure for testing the hypothesis that one task is a developmental prerequisite for another task is illustrated. The procedure was applied to new data on the acquisition of conservation concepts to test the hypothesis that synthesis, visual-scanning skills, and memory capacity are prerequisites of conservation mastery. (JMB)

Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)

Implications of this study on child-development theory, education, and psychotherapy are discussed. (MB)

Lower-class children required significantly more training task repetitions to learn a conservation task than did middle-class children. (Authors)

Analyses revealed consistent support for the hypothesis that number conservation is developmentally prior to liquid quantity conservation. (Authors)

Results indicate that within the limitations of this study there is evidence that children with superior" intelligence showed more mature response patterns on Piaget-type tasks than children of the same age with average" intelligence test scores. (Author)