Effects of a memory aid of the three types of conservation in institutionalized retarded children

Qualitative identity, quantitative identity, and equivalence conservation were assessed in 60 retarded boys and girls in three groups (MAS 5.4,6.3, and 7.5)9 Half of the Ss were provided a memory aid while the other half were not. The memory aid did not facilitate conservation on any of the tasks. The order of task difficulty found was qualitative identity, quantitative identity, and equivalence conservation. These data were discussed in terms of memory deficits and factors contributing to conservation and M.A.