Unidimensional classification, unidimensional seriation, and number conservation were taught to kindergartners who were lagging in cognitive development. Significant gains on the Otis-Lennon School Ability Test and on Stanford Early School Achievement Test subscales resulted. The gains seemed to be the result of mastery of key cognitive operations at a stage shift in cognitive development by disadvantaged children who were ripe for progress.
No takes yet. Share an insight, caveat, or question.
Pasnak et al. (1991) studied this question.
Synapse has enriched one closely related paper. Consider it for comparative context: