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Conservation (psychology) : ウィキペディア英語版
Conservation (psychology)

Conservation refers to a logical thinking ability which, according to the psychologist Jean Piaget, is not present in children during the preoperational stage of their development at ages 2–7, but develops in the concrete operational stage at ages 7–11.〔Piaget, J. (1965). The child's conception of number. New York: W. Norton Company & Inc.〕〔Siegler, R., DeLoache, J., & Eisenberg., N. (2003). How children develop. New York: Worth Publishers.〕 Conservation refers to the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size.
== Tasks ==
Conservation tasks test a child’s ability to see that some properties are conserved or invariant after an object undergoes physical transformation. The following tasks also explain the different types of conservation. Piaget proposed that children's inability to conserve is due to weakness in the way children think during the preoperational stage (ages 4–5). This stage of cognitive development is characterized by children focusing on a singe, salient dimension of height or length, while ignoring other important dimensions about a situation.〔 Children during this stage also tend to focus on the static characteristics of objects, instead of focusing on when objects undergo changes, which is a critical element of the following tasks.〔

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