Publication

Conservation and the appearance—reality distinction: What do children really know and what do they answer?

Bijstra, J., van Geert, P. & Jackson, S., Mar-1989, In : British Journal of Developmental Psychology. 7, p. 43-53 11 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Bijstra, J., van Geert , P., & Jackson, S. (1989). Conservation and the appearance—reality distinction: What do children really know and what do they answer? British Journal of Developmental Psychology, 7, 43-53. https://doi.org/10.1111/j.2044-835X.1989.tb00787.x

Author

Bijstra, J ; van Geert , P ; Jackson, S. / Conservation and the appearance—reality distinction : What do children really know and what do they answer?. In: British Journal of Developmental Psychology. 1989 ; Vol. 7. pp. 43-53.

Harvard

Bijstra, J, van Geert , P & Jackson, S 1989, 'Conservation and the appearance—reality distinction: What do children really know and what do they answer?', British Journal of Developmental Psychology, vol. 7, pp. 43-53. https://doi.org/10.1111/j.2044-835X.1989.tb00787.x

Standard

Conservation and the appearance—reality distinction : What do children really know and what do they answer? / Bijstra, J; van Geert , P; Jackson, S.

In: British Journal of Developmental Psychology, Vol. 7, 03.1989, p. 43-53.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Bijstra J, van Geert P, Jackson S. Conservation and the appearance—reality distinction: What do children really know and what do they answer? British Journal of Developmental Psychology. 1989 Mar;7:43-53. https://doi.org/10.1111/j.2044-835X.1989.tb00787.x


BibTeX

@article{6b6c0738075a4972b8b4a319a93449b3,
title = "Conservation and the appearance—reality distinction: What do children really know and what do they answer?",
abstract = "Two experiments aimed to explore whether children's failure on conservation tasks is due to their tendency to give subjective judgements when objective ones are required. In Expt 1, 5‐, 6‐ and 7‐year‐old children were given four conservation tasks. First, the subjects were asked to say how the task situations looked and then how they really were. The results indicated that the children gave significantly more correct answers in this appearance‐reality (A‐R) condition than in the control condition, a standard procedure. In Expt 2, an extended conservation task with both appearance‐reality and standard statements was used. It appeared that a particular group of children gave non‐conserving answers to standard statements and conserving answers to A‐R statements. This group intermediated between real non‐conservers and real conservers. The findings are discussed in relation to the Piagetian concept of the intermediate child and to recent research on socio‐cognitive conflict theory",
author = "J Bijstra and {van Geert}, P and S Jackson",
year = "1989",
month = mar,
doi = "10.1111/j.2044-835X.1989.tb00787.x",
language = "English",
volume = "7",
pages = "43--53",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",

}

RIS

TY - JOUR

T1 - Conservation and the appearance—reality distinction

T2 - What do children really know and what do they answer?

AU - Bijstra, J

AU - van Geert , P

AU - Jackson, S

PY - 1989/3

Y1 - 1989/3

N2 - Two experiments aimed to explore whether children's failure on conservation tasks is due to their tendency to give subjective judgements when objective ones are required. In Expt 1, 5‐, 6‐ and 7‐year‐old children were given four conservation tasks. First, the subjects were asked to say how the task situations looked and then how they really were. The results indicated that the children gave significantly more correct answers in this appearance‐reality (A‐R) condition than in the control condition, a standard procedure. In Expt 2, an extended conservation task with both appearance‐reality and standard statements was used. It appeared that a particular group of children gave non‐conserving answers to standard statements and conserving answers to A‐R statements. This group intermediated between real non‐conservers and real conservers. The findings are discussed in relation to the Piagetian concept of the intermediate child and to recent research on socio‐cognitive conflict theory

AB - Two experiments aimed to explore whether children's failure on conservation tasks is due to their tendency to give subjective judgements when objective ones are required. In Expt 1, 5‐, 6‐ and 7‐year‐old children were given four conservation tasks. First, the subjects were asked to say how the task situations looked and then how they really were. The results indicated that the children gave significantly more correct answers in this appearance‐reality (A‐R) condition than in the control condition, a standard procedure. In Expt 2, an extended conservation task with both appearance‐reality and standard statements was used. It appeared that a particular group of children gave non‐conserving answers to standard statements and conserving answers to A‐R statements. This group intermediated between real non‐conservers and real conservers. The findings are discussed in relation to the Piagetian concept of the intermediate child and to recent research on socio‐cognitive conflict theory

U2 - 10.1111/j.2044-835X.1989.tb00787.x

DO - 10.1111/j.2044-835X.1989.tb00787.x

M3 - Article

VL - 7

SP - 43

EP - 53

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

ER -

ID: 6250126