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In a series of experiments, including both verbal and non - verbal tasks, Smith et al. (1985) investigated children ’ s distinctions of weight and size as well as of weight and material - type (or density). They asked children to compare the weight, the size, or the material of objects, and to respond verbally or non - verbally. In the non - verbal tasks, children had to sort the objects into steel and aluminum families, for instance (density being the relevant factor), make a sponge bridge collapse (weight being the relevant factor), or judge whether a piece of matter would fi t into a box (size being the relevant factor). Children as young as 3 years of age did not have any problems in differentiating between size and weight, but they were unable to discriminate weight and density, which was found to remain a major difficulty for much older children, up to middle - school age. In the search for alternative non - verbal tasks suitable for investigating weight – density differentiation, phenomena of flotation and buoyancy came into focus – buoyancy being the more general concept because it relates to both the floating and sinking of a solid object in a liquid with a given density. If the density of a solid is less than the density of the liquid, the object will fl oat; and the object will sink if its density is greater than that of the liquid.
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