Martin:
I'm REALLY glad you asked this. When I raised it before Mike said
that basically young children DO have conservation but they are
misled by the context of the question (which is more or less my
explanation, because even for adults "more" can mean something like
"the level is higher").
But he said that there's a bunch of stuff on both sides, including
Bruner and Greenfield (1966) and Greenfield (1972). I haven't been
able to track down the articles that he means; in general my
resources are on-line and they don't go back very far into the pre-
internet age.
He did, however, invite me to Skype on this sometime this weekend
when sanity returns to his schedule. Unfortunately, I have a grad
retreat today and tomorrow (that's YOUR Thursday and Friday, my
Friday and Saturday) and an informal wine and cheese (well, kimchi
and smoked duck) with some undergrads about T&S Chapter 1 on Sunday
(your Saturday).
But if Mike is agreeable, maybe we could cobble something together
for:
Location
Local time
Time zone
Seoul (South Korea)
Sunday, 28 February 2010, 09:00:00
UTC+9 hours
Philadelphia (U.S.A. - Pennsylvania)
Saturday, 27 February 2010, 19:00:00
UTC-5 hours EST
Corresponding UTC (GMT)
Sunday, 28 February 2010, 00:00:00
That's your dinner time, but it's just about Mike's high tea, so he
might be agreeable.
dk
--- On Thu, 2/25/10, Martin Packer <packer@duq.edu> wrote:
From: Martin Packer <packer@duq.edu>
Subject: [xmca] conservation
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Date: Thursday, February 25, 2010, 5:26 PM
Can I ask if anyone has, or has come across, a Vygotskian
explanation of children's 'failure to conserve' in early childhood?
Martin
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