Perceptual Supports for Correspondence in the Conservation of Number. Developmental Program Report No. 51.

Autor/inn/en	Miller, Patricia H.; West, Richard F.
Institution	Michigan Univ., Ann Arbor. Dept. of Psychology.
Titel	Perceptual Supports for Correspondence in the Conservation of Number. Developmental Program Report No. 51.
Quelle	(1974), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Processes; Conservation (Concept); Cues; Developmental Psychology; Elementary Education; Kindergarten Children; Perception; Responses; Task Analysis + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Konservierung; Stichwort; Entwicklungspsychologie; Elementarunterricht; Wahrnehmung; Aufgabenanalyse
Abstract	A total of 72 kindergarteners received eight conservation of number trials which varied in the degree of perceptual support for one-to-one correspondence (four levels) and type of stimuli (toy animals or corks). A between-subjects variable was the method of presentation (standard conservation presentation, a partially fixed array, or a fixed array). There was a strong order effect in the direction of increasing conservation over the eight trials. There was some evidence that the standard conservation presentation was easier than the other two presentations. The degree of perceptual support and type of stimuli had no effect. Results were discussed in terms of the competence-performance distinction and implications for assessment and training studies. (Author/CS)
Anmerkungen	Department of Psychology, University of Michigan, Ann Arbor, Michigan 48104 (Report No. 51, $0.25)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC