The exploration of transition rules in conservation of quantity (substance) using film mediated modeling

Abstract

The present study attempts to explore several variables which may be operant in the transition from ‘Piagetian’ preoperational to concrete operational thought using a film modeling technique as an experimental inducement to higher stages of operational thinking. The study replicated earlier findings indicating conservation of substance (i.e., an indication of concrete operational thinking) can be induced by film mediated modeling techniques using a ‘verbal principle’ and a ‘no verbal principle’ modeling procedure. The results also indicated that the conservation inducement can be generalized to other materials (i.e., water to clay). Evidence also indicated that children with greater intellectual capacity (i.e., with higher IQs) benefited more from both of the modeling procedures. Finally, the study raised several questions concerning the adequacy of the Piagetian ‘action-equilibrium’ hypothesis as an explanatory device in the development of more abstract models of thinking.