A Methodological Review of Developmental Studies of Identity Conservation and Equivalence Conservation.

Autor/inn/en	Brainerd, Charles J.; Hooper, Frank H.
Titel	A Methodological Review of Developmental Studies of Identity Conservation and Equivalence Conservation.
Quelle	(1974), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Conservation (Concept); Developmental Psychology; Elementary School Students; Error Patterns; Kindergarten Children; Measurement Techniques; Preschool Children; Research Methodology; Sampling; Young Children + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Konservierung; Entwicklungspsychologie; Fehlertyp; Messtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Research method; Forschungsmethode; Frühe Kindheit
Abstract	This report reviews some ostensibly conflicting empirical findings which have been reported in conjunction with Elkind's (1967) conjecture that Piaget's conservation problems tap two distinct concepts. The discrepant findings which report on the order of emergence of identity conservation and equivalence conservation are discussed. An analysis of the procedural details of the conflicting studies reveal that the discrepant findings are probably the results of a measurement error (judgements-plus-explanations response criteria) and a sampling error (older subject samples), routinely committed in studies reporting that identity and equivalence emerge in no fixed order. Some new data from an experiment in which these two errors were controlled provide support for this conclusion. The general consequences of measurement and sampling errors for concept development studies are discussed. (Author/CS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC