METHODOLOGICAL PROBLEM IN CONSERVATION STUDIES: THE USE OF RELATIONSL TERMS

Abstract

This study is concerned with the ability of preschool children to use the relational terms more, same, and less when comparing the number, length, and weight of objects. The availability of these terms as spontaneous or elicited responses also was assessed. In general, children had most difficulty using the term same correctly. They had least difficulty correctly using all terms in length comparisons. For number and weight, the correct use of the terms was most often an elicited response; for length, children tended spontaneously to use the terms correctly. The findings are discussed with reference to classical verbal methods of testing Piaget's concept of conservation.