EXPLICITNESS AND CONSERVATION - SOCIAL-CLASS DIFFERENCES

The performance of 5-, 6-, 7-, and 8-year-old children in liquid conse rvation tasks was studied in four conditions. In the first two conditi ons (Standard and Incidental) the initial comparison in the task was m ade perceptually. In the other two conditions (Quantity and Money) the child was not allowed to make a direct perceptual comparison and the initial comparison was made by measurement. The children did much bett er when they measured the quantities than when they simply made percep tual comparisons, and this effect was stronger with working class chil dren than with middle class children. Contrary to previous reports, th ere was no difference between the Standard and the Incidental conditio ns, We conclude that children in general, and working class children i n particular, are helped when the nature of the task is made more expl icit.