Samuel and Bryant

Samuel and Bryant

                    Critical of Piaget's experiment of conservation as children were                   more likley to give wrong answer when question asked twice.

Participants 

• 225 boys and girls 
• variety of schools in devon
• 4 groups by age = (5years + 3 months/  6years + 3 months/  7years + 3 months/  8years + 3 months)
• Subdivided into 3 groups of 21

Method 

• 3 independent variables = 1. type of questionin

• Lab experiment

3 experimental conditions =

•  1. standard (same as Piaget)
• One judgement (asked after)
• Fixed array (children shown after transformation)

• 84 children in each condition (good comparison of age)
• Children only tested in one condition but tested 3 times on= counters for number/  Plasticine for mass/  Liquid in glass for volume

Results 

Variable 1 - type of questioning:

• All age groups made fewer errors in the one-judgement condition
• Fixed array condition = highest number of errors

Variable 2 - age: 

• Older children = fewer mistakes 

Variable 3 - type of task:

• children made fewer errors on conservation of mass task and most erros on conservation of volume 

Conclusion 

• Hypothesis that children make more mistakes when asked question twice is supported

• Piaget was not entirely negated 

• Childrens conservation skills improve with age and conservatiomn of number is easier than other 2 tasks 

Evaluation 

Strengths:

• high levels of control
• reduced order effects by independent measures design 

Weaknesses:

• Lack of ecological validity 
• individualk differences

Uses

• Implications for teaching of children and in child psychology