The identity-equivalence conservation paradigm : development relative to age and task criteria

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Roberta Rose Hoover (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Helen Canaday

Abstract: Elkind's identity-equivalence paradigm defined the conservation process as two distinct operations. Identity conservation, which occurred first, related to one stimulus before and after it had undergone a transformation. Equivalence conservation, the standard conservation problem, was defined as the comparison between two stimuli before and after transformation of one of the stimuli. The developmental progression of the operations, the age of the child at which they could be observed, and the criteria most likely to identify their existence were unanswered questions which became the focus for this study. Methodology consisted of the administration of one introductory language experience and four conservation tasks, two each on Number and Substance content. One identity task (Papalia & Hooper, 1972) and one equivalence task (Goldschmid & Bentler, 1968) were presented in each content area. Subjects were 60 preschoolers, 20 4-year-olds, 18 5-year-olds, and 22 6-year-olds from a private preschool program. Each of the five tasks was administered for five trials, with the last trial followed by a request for a verbal justification. Passing a task consisted of four out of five correct responses, with or without a verbal justification.

Additional Information

Language: English
Date: 1981
Identity (Psychology) in children
Identity (Psychology) $x Testing
Child development $x Testing

Email this document to