| Elkind's identity-equivalence paradigm defined the conservation process as two distinct operations. Identity conservation, which occurred first, related to one stimulus before and after it had undergone a transformation. Equivalence conservation, the standard conservation problem, was defined as the comparison between two stimuli before and after transformation of one of the stimuli. The developmental progression of the operations, the age of the child at which they could be observed, and the criteria most likely to identify their existence were unanswered questions which became the focus of this study.;Methodology consisted of the administration of one introductory language experience and four conservation tasks, two each on Number and Substance content. One identity task (Papalia & Hooper, 1972) and one equivalence task (Goldschmid & Bentler, 1968) were presented in each content area. Subjects were 60 preschoolers, 20 4-year-olds, 18 5-year-olds, and 22 6-year-olds from a private school program. Each of the five tasks was administered for five trials, with the last trial followed by request for a verbal justification. Passing a task consisted of four out of five correct responses, with or without a verbal justification.;Analysis of data identified six combinations of task competence. Within those groups significant differences were found subjects able to complete the substance Equivalence and Number Identity tasks. The Number Identity task was the only task passed with the other three tasks being failed at the same time, substantiating the developmental priority of identity conservation. Subjects within that group were all 4-year-olds and young 5-year-olds. The paradigm was not apparent with the older children. Evidence of the paradigm remained strong regardless of criteria used, for the majority of the subjects who were able to solve the tasks were able to provide appropriate verbal responses.;Placement in a readiness class and task competence were compared with older students having an additional year in the preschool program and demonstrating more conservation ability. The question of school placement of these subjects with 5-year-olds who did not have the same conservation abilities was presented. |
