Aprendizaje y conservación del número: un estudio experimental
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Abstract24 non-conservatíon subjecta were submitted to a learning program on Number Conservation. There was a significant progress between pretests and postests, and an important amount of transfer to conservatíon of continuous and discontinuous substances, but neither to seriatíon nor to class indusion. Results are interpreted in terms of leaming and transfer, and as partially convergent to Piaget´s theoríes, No evídence is found for "desequílíbríum" as a developmental requirement.