A Longitudinal Study of Developmental Synchrony between Conceptual Identity, Sedation, and Transitivity of Color, Number, and Length

ACHENBACH, THOMAS M., and WEIsz, JoHN R. A Longitudinal Study of Developmental Synchrony between Conceptual Identity, Seriation, and Transitivity of Color, Number, and Length. CHILD DEVELOPMENT, 1975, 46, 840-848. Simplified tests of conceptual identity, seriation, and transitivity for the properties of color, number, and length were administered to 102 preschoolers on 2 occasions, 6 months apart. Contrary to a strict interpretation of Piaget's theory, the 3 achievements did not emerge simultaneously for any of the 3 properties. Instead, identity preceded seriation, which preceded transitivity across all 3 properties. There was a pronounced ordering among identity concepts, with color preceding number, which preceded length, but the ordering of properties was less consistent for seriation and transitivity. Relationships of Binet MA to identity, seriation, and transitivity suggested that Piaget finds synchrony among these operations because the verbal skills needed for his tasks do not emerge until all 3 operations are available.