Number Conservation: An Analysis of Provoked and Spontaneous One-To-One Correspondence in Lower and Middle Class Preoperational Children

Autor/inn/en	Kastl, Rose M.; und weitere
Titel	Number Conservation: An Analysis of Provoked and Spontaneous One-To-One Correspondence in Lower and Middle Class Preoperational Children
Quelle	(1974)Infoseite zur Zeitschrift Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Abstract Reasoning; Age Differences; Cognitive Development; Conservation (Concept); Developmental Psychology; Number Concepts; Preschool Children; Sex Differences; Socioeconomic Status + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Konservierung; Entwicklungspsychologie; Number concept; Zahlbegriff; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	Forty-four middle and 44 lower SES children were given Piaget's provoked and spontaneous correspondence tests to see: (1) how they made correspondence, (2) if the idea of equivalent sets, once achieved, was retained after objects were regrouped destroying visible equivalence, and (3) if age, sex, and SES differences existed. Results indicated that provoked correspondence is easier for children in the transitional stage. (CS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01