How can changes in processing capacity explain age-related differences in performance on Piaget's conservation-of-liquid problem?
What will be an ideal response?
Students should be able to describe age-related differences in children's responses to the conservation-of-liquid
problem. Specifically, younger children maintain that a taller beaker of water contains more liquid than a shorter
beaker, whereas older children understand that the amount of liquid remains constant even though the shape of the
container is changed. Ideally, students should be able to articulate the idea that younger children have difficulty
because they focus on only one aspect of the problem, whereas older children can consider several dimensions of
the problem simultaneously. From an information processing perspective, it could be argued that younger
children's processing capacity is simply too limited to allow them to work with two dimensions (i.e., height and
width) at the same time.
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