Perceptual Information in Conservation: Effects of Screening. Developmental Program Report No. 47.

Autor/inn/en	Miller, Patricia H.; Heldmeyer, Karen H.
Institution	Michigan Univ., Ann Arbor. Dept. of Psychology.
Titel	Perceptual Information in Conservation: Effects of Screening. Developmental Program Report No. 47.
Quelle	(1974), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Age Differences; Cognitive Processes; Conservation (Concept); Cues; Developmental Psychology; Elementary Education; Grade 1; Kindergarten Children; Perception; Sex Differences; Task Analysis + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Konservierung; Stichwort; Entwicklungspsychologie; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Wahrnehmung; Sex difference; Geschlechtsunterschied; Aufgabenanalyse
Abstract	This paper presents a study designed to clarify the role of perceptual-attentional factors in the development of conservation, and relates the results to procedures for assessing conservation. Subjects were 192 first and second graders. The number and type of perceptual cues in the conservation of liquid quantity task were systematically varied. In general, nonconservation increased in kindergarteners as the number of cues increased. In contrast, first graders were affected very little by the perceptual conditions. Both grades showed a specific training effect of borderline significance under certain conditions. The results suggest that the development of conservation involves several levels which vary from an early understanding of invariance which can be demonstrated only under facilitating conditions, to a final, stable, generalized concept of quantity. (Author/CS)
Anmerkungen	Department of Psychology, University of Michigan, Ann Arbor, Michigan 48104 (Report No. 47, $0.25)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01