Three empirical findings concerning the responses of t,he intermediate stage of number conservation are to be presented and discussed from the view-point of the change of dominance between perceptual and numerical-inferential cues.(A) Responses on conservation tasks given to Ss of our previous experirnental education of number conception were exarnined for i ) consis te-ncy of conservation responses to various sub-items, ii) reliability of conservation responses with a 2 week interval. Four out of 8 conservation sub-items given were as follows : After S recognized the equivalence of two collections, E transformed one of them into the prescribed configurations and asked S, "Now, which is more?" Other 4 sub-items concerend the invariance of the quantity of a set before and after transformations.