First Advisor

Gerald Guthrie

Date of Publication

2-23-1976

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Psychology

Department

Psychology

Language

English

Subjects

Conservation (Psychology), Child psychology

DOI

10.15760/etd.2360

Physical Description

1 online resource. Digitized typeset

Abstract

The development of mathematical concepts in children has been studied by many researchers. Much of this research has focused on the concept of conservation which was introduced by Piaget. It has generally been assumed that children under the age of five years are not capable of such conservation. Some recent evidence suggests that children Wlder this age do conserve on particular tasks. In this study one hundred children from age two years four months to three years seven months were tested for conservation of discontinuous and continuous quantity. Although some evidence of conservation in this age range was obtained, no consistent pattern emerged. An edible dough was used, so that both verbal (noneating) and nonverbal (eating) responses were recorded for children of these ages. A three-factor analysis of variance showed that there were no significant effects from age, eating/noneating, or continuous/discontinuous variables. However, there was a significant but puzzling interaction between the ccnt.inuous/discontinuous and eating/noneating factors.

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Persistent Identifier

http://archives.pdx.edu/ds/psu/15613

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