PIAGET HAS BEEN CONCERNED WITH THE ASSESSMENT OF THE PRESENCE OR ABSENCE OF CONSERVATION AND RELATED PROCESSES, BUT HE HAS NOT FOCUSED EXPERIMENTALLY ON THE FACTORS WHICH CAN ACCOUNT FOR THE LEARNING OF CONSERVATION. TO INVESTIGATE SUCH FACTORS, RESEARCH WAS CONDUCTED (1) TO DETERMINE THE RELATIVE EFFECTIVENESS OF TWO PARTICULAR GROUP TRAINING PROCEDURES DESIGNED TO INDUCE CONSERVATION AND (2) TO ASSESS THE RELATIONSHIP BETWEEN CONSERVATION AND THE LOGICAL OPERATIONS OF CLASSIFICATION, SERIATION, AND REVERSIBILITY. AFTER PRETESTING WITH CONSERVATION TASKS, 36 KINDERGARTEN CHILDREN WERE SELECTED AS SUBJECTS BECAUSE THEY WERE ABLE TO CORRECTLY USE THE COMPARATIVE TERMS "MORE,""SAME," AND "LESS" BUT UNABLE TO CONSERVE QUANTITY, NUMBER, AND AREA. ADDITIONAL PRETESTING WITH LOGICAL OPERATIONS TASKS WAS ADMINISTERED TO THE SUBJECTS WHO WERE THEN EQUALLY DISTRIBUTED AMONG SIX TRAINING GROUPS. FOUR GROUPS RECEIVED TRAINING IN LABELING AND CLASSIFICATION SKILLS. DISCRIMINATION-MEMORY TRAINING WAS PROVIDED FOR TWO GROUPS. EACH GROUP HAD NINE 20-MINUTE TRAINING SESSIONS, AND ALL SUBJECTS WERE SUBSEQUENTLY RETESTED WITH BOTH THE CONSERVATION AND THE LOGICAL OPERATIONS TASKS TO DETERMINE IF CONSERVATION LEARNING HAD TAKEN PLACE. BASED ON ANALYSIS OF THE DATA, IT IS CONCLUDED THAT (1) BOTH TRAINING METHODS WERE SUCCESSFUL IN INDUCING CONSERVATION, (2) NEITHER METHOD WAS SIGNIFICANTLY MORE EFFECTIVE, AND (3) ONLY LIMITED RELATIONSHIPS WERE FOUND BETWEEN CONSERVATION AND LOGICAL OPERATIONS. DETAILED RESULTS, SUBSIDIARY FINDINGS, EDUCATIONAL IMPLICATIONS, AND SUGGESTIONS FOR FURTHER RESEARCH ARE INCLUDED IN THE TEXT OF THE PROJECT REPORT. FIVE APPENDIXES CONTAIN (1) TEST FORMATS AND PROTOCOLS, (2) DESCRIPTIONS OF TRAINING PROCEDURES, AND (3) RAW STATISTICAL DATA. (JS)