When a child correctly solves Piaget's conservation task and explains “They were equal to start with and you haven't added anything or taken in away, so they're the same,” she is demonstrating an understanding of:

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Let's examine what Piaget's conservation tasks are testing in this scenario, and how the child’s explanation fits the concept.
Option 1: decentration. This refers to the ability to consider multiple aspects of a problem simultaneously, such as volume and height, to see that quantities can be conserved despite a change in appearance. While decentration is related to Piagetian conservation, the child’s statement focuses on sameness of amount rather than appreciating multiple dimensions at once, so this option captures part of the broader idea but not the specific mechanism described.
Option 2: identity. The child says, “They were equal to start with and you haven't added anything or taken away, so they're the same.” This directly expresses the principle of identity, recognizing that the quantity remains the same despite a change in shape or arrangement. The key idea is that the amount is the same, which aligns with the conservation concept that identity of quantity is preserved.
Option 3: compensation. In Piagetian terms, compensation is a component of the later stage ideas where changes in one dimension are offset by changes in another (e.g., height vs. width) so the quantity remains the same. The child’s explanation does not describe compensating factors or offsets; it states that nothing was added or removed, so the quantity is unchanged, which is more aligned with identity than compensation.
Option 4: reversibility. Reversibility is the understanding that a sequence of actions can be reversed to restore the original state, such as pouring water back into the original container to return to the initial amount. The child does not describe reversing steps or undoing a change; rather, they attribute constancy of quantity to the fact that nothing was added or removed, which points away from reversibility toward identity.
In summary, the learner’s phrasing emphasizes sameness of quantity despite a perceptual change, which matches the concept of identity within Piaget’s conservation framework, rather than the other distinct ideas of decentration, compensation, or reversibility.

PSYC-312-02 Quiz Chapter 10&11

When a child correctly solves Piaget's conservation task and explains “They were equal to start with and you haven't added anything or taken in away, so they're the same,” she is demonstrating an understanding of:

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