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Note on Conservation: Methodological and Definitional Considerations
Gerald E. Gruen
Vol. 37, No. 4 (Dec., 1966), pp. 977-983
Stable URL: http://www.jstor.org/stable/1126619
Page Count: 7
You can always find the topics here!Topics: Child psychology, Children, Cognitive psychology, Conservation practices, Child development, Ambiguity
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Differences in the procedures that Bruner and Smedslund have employed to study conservation are examined. Attention is focused primarily on the criteria that each has used to assess the presence or absence of conservation. Children's responses to the conservation question taken from a previous study were classified as conserving or nonconserving according to both Bruner's and Smedslund's procedures. Significantly more responses were classified as conserving when Bruner's criteria were used than when Smedslund's criteria were used. The differences in procedure and results are interpreted as reflecting a basic disagreement as to the nature of the psychological processes that underlie conservation.
Child Development © 1966 Society for Research in Child Development