[en] 24 non-conservation subjects were submitted to a learning program on Number Conservation. There was a significant progress between pretests and protests, and an important amount of transfer to conservation of continuous and discontinuous substances, but neither to seriation nor to class inclusion. Results are interpreted in terms of learning and transfer, and as partially convergent to Piaget's theories. No evidence is found for "desequilibrium" as a developmental requirement.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Soto Castaño, Gustavo
Richelle, Marc ; Université de Liège - ULiège > Services généraux (Fac. de psycho. et des sc. de l'éducat.) > Relations académiques et scientifiques (Psycho et sc.éduc.)
Language :
Spanish
Title :
Aprendizare y conservacion del numero: un estudio experimental
