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A STUDY OF THE CONSERVATION OF SUBSTANCE IN THE JUNIOR SCHOOL CHILD
Author(s) -
LOVELL K.,
OGILVIE E.
Publication year - 1960
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1960.tb01665.x
Subject(s) - psychology , trace (psycholinguistics) , constructivism (international relations) , piaget's theory of cognitive development , epistemology , developmental psychology , cognitive development , cognition , philosophy , political science , politics , law , linguistics , international relations , neuroscience
S ummary . Almost all the children in a Junior school were tested individually, along the lines initiated by Piaget, in an effort to trace the development of the concept of invariance of substance, and to establish the arguments used by children to justify their answers. The three stages in the development of the concept given by Piaget have been confirmed, and some children give reasons for conservation similar to those proposed by him. On the other hand, our evidence does not always agree with that of Piaget, nor does it enable us to prove or disprove the assumption that the child arrives at the concept of conservation because he is able to argue logically in concrete situations.