The present study investigated the effects of age, intervention type, and immediate or delayed post tests in the transference of learning from conservation of mass to conservation of liquid. Participants were 48 non operative children, five to seven years old, selected on the basis of the two conservation tasks. They were randomly assigned to two groups. One was trained in verbal cognitive conflict, and the other in cognitive conflict with demonstration. The results suggested that age affected the transfer, the amount of learning had just an immediate effect, and the techniques of cognitive conflict made no difference. Thus, the transfer would not occur independently, but it would be linked to some conditions of the cognitive system to give support to the process.
Transfer of learning; cognitive conflict; operativeness