Learning and operational convergence in logical thought development

摘要: Abstract Kindergarten S s ( N = 170) were tested, trained and retested on conservation tasks. Pre- posttesting length, number area using experimental verbal report procedures. length nonverbal reinforcement, orientation-reinforcement, rule instruction “equilibration” methods. Results indicate training to be effective in facilitating performance but principally with the method. No learning transferred task. Correct verbalization of principle, both before after training, was less predictive correct tasks than reverse. On pretest, there little convergence for children who did not fully conserve. Training materially increased convergence, extent represented among conservers acquired capacities formally.