Hypothesis that non-conservers would give more perceptual than identity arguments, and that conservers would give more identity than perceptual reasons for their judgments was supported by the conservation pretest results. (Authors)

These results support Piaget's position that preoperational children respond to the perceptual lack of equality but not to the lack of conceptual equivalence in class-inclusion problems. (Authors)

Results confirm the hypothesis that identity and equivalence conservation require different mental processes. (Authors/MB)

Study attempted to specify two complementary aspects of children's inferential size judgments within the context of Piaget's theory. (Authors)

Children learn to think and develop concepts by experiencing a wide variety of problems that need solving. Exposure to different conditions and environments also stimulates their thought processes. (CK)

This study, based on a PhD dissertation submitted to UCLA and supported by the National Institutes of Health, indicates the extent to which children vary in the type of organization they impose on stimuli and the extent to which organization can be influenced by training. (Author/AP)

Presents a computer simulation testing semantic networks and spreading activation models of human memory. Describes how a sentence is encoded by building a working memory structure from its words and from semantic memory concepts related to its meaning. Retrieval processes use cue words or sentences to locate working memory structures. (Author/MES)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)

Described is a technique for determining whether a student can conserve matter. This technique utilizes a square-triangle problem. Included are typical answers and Piagetian-type explanations for such answers. (DS)