A 4-year-old child is shown a row of seven red checkers. He is asked to place a black checker immediately above each red one. By doing so, the child agrees that there are as many red checkers as black checkers.

The experimenter then spreads out the black checkers so that the line they form is longer than the one formed by the red checkers. The experimenter asks whether there are more red checkers or more black checkers in order to determine whether the child understands:

The child in this experiment is being tested for their understanding of conservation - the knowledge that the quantity of an object remains the same despite changes in its configuration. This concept is a part of Jean Piaget's theory of cognitive development and is usually grasped by children in the concrete operational stage, beginning around age 7.

Explanation:

This question refers to a psychological concept related to the perception of children, specifically, their understanding of conservation. Conservation is the understanding that altering the appearance of an object or a set of objects does not change its quantity, volume, or amount. In the case of the red and black checkers, the child is asked to assess if moving the checkers changes their quantity. Despite the physical configuration changing, the number of checkers remains the same.

This idea originates from Jean Piaget's theory of cognitive development. According to Piaget, the achievement of conservation usually occurs during the concrete operational stage of cognitive development, which begins around age 7. As the scenario involves a 4-year-old child, it's expected that the child might incorrectly assume that the longer line of checkers is 'more' because the concept of conservation is generally beyond their cognitive developmental capabilities at this age.

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