EQUILIBRATION AND EXTERNAL REINFORCEMENT IN THE ACQUISITION OF NUMBER CONSERVATION

GIYOO HATANO; YASUKO SUGA

doi:10.4992/psycholres1954.11.17

GIYOO HATANO, YASUKO SUGA

著者情報

ジャーナルフリー

1969 年 11 巻 1 号 p. 17-31

DOI https://doi.org/10.4992/psycholres1954.11.17

[Correction] Jpn. Psychol. Res Vol.11 No.3 (1969) pp.e1-e1

詳細

Published: 1969 Received: 1969/04/10 Available on J-STAGE: 2009/02/24 Accepted: - Advance online publication: - Revised: -
訂正情報
訂正日: 2009/02/24 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : 96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated ; there were 2 programs consisted of “practice in conflict situations without ex-ternal reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 rein-forced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on non-conservers showed similar results, i.e., ineffectiveness of practice without rein-forcement.
Right : 96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated; there were 2 programs consisted of “practice in conflict situations without external reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 reinforced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on nonconservers showed similar results, i.e., ineffectiveness of practice without reinforcement.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 引用文献情報訂正内容: Wrong : GRUEN, G. E. 1966 Experiences affecting the development of number conservation in children. Child Developm., 31, 963-979.
HATANO, G. 1965 The role of equilibration in the acquisition of conservation. Unpublished Doctoral Dissertation, Faculty of Education, University of Tokyo. (in Japanese)
HATANO, G., & ITO, Y. 1966 The acquisition of conservation of area in 2nd-graders. lap. J. Psychol., 37, 185-194. (in Japanese with English summary)
LAWRENCE, D. H. 1963 The nature of stimulus. In S. Kooch (Ed.), Psychology: A study of a science. Vol. 5 New-York: McGraw-Hill. Pp. 179-212.
SAMEJIMA, Y., & HATANO, G. 1965 The acquisition of counting operation as a method of quantification. lap. J. educ. Psychol., 13, 234-246. (in Japanese with English summary)
SIGEL, I., & HOOPER, F. (Eds.) 1968 Lodical thinking in children: research based on Piaget's theory. New York: Holt, Rinehart and Winston.
SMEDSLUND, J. 1961a The acquisition of conservation of substance and weight in children. J. Introduction. Scand. J. Psychol., 2, 11-20.
SMEDSLUND, J. 1961b The acquisition of conservation of substance and weight in children. V. Practice in conflict situations without external reinforcement. Scand. J. Psychol., 2, 156-160.
SMEDSLUND, J. 1961c The acquisition of conservation of substance and weight in children. VI. Practice on continuous versus discontinuous material in conflict situation without external reinforcement. Scand. 7. Psychol., 2, 203-210.
SMEDSLUND, J. 1962 The acquisition of conservation of substance and weight in children VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand. 3. Psychol., 3, 69-77.
SMEDSLUND, J. 1963 Patterns of experience and acquisition of conservation of length. Scand. J. Psychol., 4, 257-264.
SMEDSLUND, J. 1964 Internal necessity and contradiction in children's thinking. In R. E. Ripple & V. N. Roekeastle (Eds.), Piaget rediscovered. School of Education, Cornell University. Pp. 92-94.
WOHLWILL, J. F. 1960 A study of the development of the number concept by scalogram analysis. J. genet. Psychol., 97, 345-377.

Right : GRUEN, G. E. 1966 Experiences affecting the development of number conservation in children. Child Developm., 31, 963-979.
HATANO, G., & ITO, Y. 1966 The acquisition of conservation of area in 2nd-graders. Jap. J. Psychol., 37, 185-194.(in Japanese with English summary)
LAWRENCE, D. H. 1963 The nature of stimulus. In S. Kooch (Ed.), Psychology: A study of a science. Vol.5 New-York: McGraw-Hill. Pp.179-212.
SAMEJIMA, Y., & HATANO, G. 1965 The acquisition of counting operation as a method of quantification. Jap. J. educ. Psychol., 13, 234-246.(in Japanese with English summary)
SIGEL, I., & HOOPER, F.(Eds.) 1968 Lodical thinking in children: research based on Piaget's theory. New York: Holt, Rinehart and Winston.
SMEDSLUND, J. 1961a The acquisition of conservation of substance and weight in children. I. Introduction. Scand. J. Psychol., 2, 11-20.
SMEDSLUND, J. 1961b The acquisition of conservation of substance and weight in children. V. Practice in conflict situations without external reinforcement. Scand. J. Psychol., 2, 156-160.
SMEDSLUND, J. 1961c The acquisition of conservation of substance and weight in children. VI. Practice on continuous versus discontinuous material in conflict situation without external reinforcement. Scand. J. Psychol., 2, 203-210.
SMEDSLUND, J. 1962 The acquisition of conservation of substance and weight in children VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand. J. Psychol., 3, 69-77.
SMEDSLUND, J. 1963 Patterns of experience and acquisition of conservation of length. Scand. J. Psychol., 4, 257-264.
SMEDSLUND, J. 1964 Internal necessity and contradiction in children's thinking. In R. E. Ripple & V. N. Rochcastle (Eds.), Piaget rediscovered. School of Education, Cornell University. Pp.92-94.
WOHLWILL, J. F. 1960 A study of the development of the number concept by scalogram analysis. J. genet. Psychol., 97, 345-377.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: PDFファイル訂正内容: -

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : 96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated; there were 2 programs consisted of “practice in conflict situations without external reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 reinforced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on nonconservers showed similar results, i.e., ineffectiveness of practice without reinforcement.
Right : 96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated; there were 2 programs consisted of “practice in conflict situations without external reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 reinforced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on nonconservers showed similar results, i. e., ineffectiveness of practice without reinforcement.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 引用文献情報訂正内容: Wrong : GRUEN, G. E. 1966 Experiences affecting the development of number conservation in children. Child Developm., 31, 963-979.
HATANO, G., & ITO, Y. 1966 The acquisition of conservation of area in 2nd-graders. Jap. J. Psychol., 37, 185-194.(in Japanese with English summary)
LAWRENCE, D. H. 1963 The nature of stimulus. In S. Kooch (Ed.), Psychology: A study of a science. Vol.5 New-York: McGraw-Hill. Pp.179-212.
SAMEJIMA, Y., & HATANO, G. 1965 The acquisition of counting operation as a method of quantification. Jap. J. educ. Psychol., 13, 234-246.(in Japanese with English summary)
SIGEL, I., & HOOPER, F.(Eds.) 1968 Lodical thinking in children: research based on Piaget's theory. New York: Holt, Rinehart and Winston.
SMEDSLUND, J. 1961a The acquisition of conservation of substance and weight in children. I. Introduction. Scand. J. Psychol., 2, 11-20.
SMEDSLUND, J. 1961b The acquisition of conservation of substance and weight in children. V. Practice in conflict situations without external reinforcement. Scand. J. Psychol., 2, 156-160.
SMEDSLUND, J. 1961c The acquisition of conservation of substance and weight in children. VI. Practice on continuous versus discontinuous material in conflict situation without external reinforcement. Scand. J. Psychol., 2, 203-210.
SMEDSLUND, J. 1962 The acquisition of conservation of substance and weight in children VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand. J. Psychol., 3, 69-77.
SMEDSLUND, J. 1963 Patterns of experience and acquisition of conservation of length. Scand. J. Psychol., 4, 257-264.
SMEDSLUND, J. 1964 Internal necessity and contradiction in children's thinking. In R. E. Ripple & V. N. Rochcastle (Eds.), Piaget rediscovered. School of Education, Cornell University. Pp.92-94.
WOHLWILL, J. F. 1960 A study of the development of the number concept by scalogram analysis. J. genet. Psychol., 97, 345-377.

Right : GRUEN, G. E. 1966 Experiences affecting the development of number conservation in children. Child Developm., 31, 963-979.
HATANO, G. 1965 The role of equilibration in the acquisition of conservation. Unpublished Doctoral Dissertation, Faculty of Education, University of Tokyo.(in Japanese)
HATANO, G., & ITO, Y. 1966 The acquisition of conservation of area in 2nd-graders. Jap. J. Psychol., 37, 185-194.(in Japanese with English summary)
LAWRENCE, D. H. 1963 The nature of stimulus. In S. Kooch (Ed.), Psychology: A study of a science. Vol.5 New-York: McGraw-Hill. Pp.179-212.
SAMEJIMA, Y., & HATANO, G. 1965 The acquisition of counting operation as a method of quantification. Jap. J. educ. Psychol., 13, 234-246.(in Japanese with English summary)
SIGEL, I., & HOOPER, F.(Eds.) 1968 Lodical thinking in children: research based on Piaget's theory. New York: Holt, Rinehart and Winston.
SMEDSLUND, J. 1961a The acquisition of conservation of substance and weight in children. I. Introduction. Scand. J. Psychol., 2, 11-20.
SMEDSLUND, J. 1961b The acquisition of conservation of substance and weight in children. V. Practice in conflict situations without external reinforcement. Scand. J. Psychol., 2, 156-160.
SMEDSLUND, J. 1961c The acquisition of conservation of substance and weight in children. VI. Practice on continuous versus discontinuous material in conflict situation without external reinforcement. Scand. J. Psychol., 2, 203-210.
SMEDSLUND, J. 1962 The acquisition of conservation of substance and weight in children VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand. J. Psychol., 3, 69-77.
SMEDSLUND, J. 1963 Patterns of experience and acquisition of conservation of length. Scand. J. Psychol., 4, 257-264.
SMEDSLUND, J. 1964 Internal necessity and contradiction in children's thinking. In R. E. Ripple & V. N. Rockcastle (Eds.), Piaget rediscovered. School of Education, Cornell University. Pp.92-94.
WOHLWILL, J. F. 1960 A study of the development of the number concept by scalogram analysis. J. genet. Psychol., 97, 345-377.

抄録

96 4-6 year-old children received number conservation training in 2 sessions over 2 successive days. The relative efficiency of 5 programs was investigated; there were 2 programs consisted of “practice in conflict situations without external reinforcement”, a similar program with reinforcement, direct training of number conservation, and mixed procedure with reinforcement. The 3 reinforced programs produced stable conservation response in about 3/5 of children, and 2/3 of them showed generalization of conservation principle. The 2 programs without reinforcement had almost no effect on average children, but provoked conservation response in a half of superior children who had responded correctly to conflict situations before training. The secondary training on nonconservers showed similar results, i. e., ineffectiveness of practice without reinforcement.

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