16.6 Issues with Virtual Preschool Engineering 299 1. one could carry out all the standard cognitive development experiments described in devel- opmental psychology books 2. one could implement intuitively reasonable versions of all the standard activities in all the standard learning stations in a contemporary preschool then current virtual world technologies appear not to suffice. As reviewed above, typical preschool activities include for instance building with blocks, playing with clay, looking in a group at a picture book and hearing it read aloud, mixing ingredients together, rolling/throwing/catching balls, playing games like tag, hide-and-seek, Simon Says or Follow the Leader, measuring objects, cutting paper into different shapes, drawing and coloring, etc. And, as typical, not necessarily representative examples of tasks psychologists use to mea- sure cognitive development (drawn mainly from the Piagetan tradition, without implying any assertion that this is the only tradition worth pursuing), consider the following: 1. Which row has more circles- A or B? A: O O OO O, B: OOOOO 2. If Mike is taller than Jim, and Jim is shorter than Dan, then who is the shortest? Who is the tallest? 3. Which is heavier- a pound of feathers or a pound of rocks? 4. Eight ounces of water is poured into a glass that looks like the fat glass in Figure 2 16.1 and then the same amount is poured into a glass that looks like the tall glass in Figure 16.2 . Which glass has more water? 5. A lump of clay is rolled into a snake. All the clay is used to make the snake. Which has more clay in it — the lump or the snake? 6. There are two dolls in a room, Sally and Ann, each of which has her own box, with a marble hidden inside. Sally goes out for a minute, leaving her box behind; and Ann decides to play a trick on Sally: she opens Sally’s box, removes the marble, hiding it in her own box. Sally returns, unaware of what happened. Where will Sally would look for her marble? 7. Con