The paper reports a study concerned with the effects of cognitive conflict, socio-cognitive conflict and imitation on children's socio-legal thinking. Nine-year-old children whose socio-legal thinking was lower level were paired with 9-and 11-year-old children whose socio-legal thinking was intermediate between lower and higher level for interaction in same sex dyads on legal transgression items. In total, 54 9-year-old children and 18 11-year olds participated in the study. An experimental board game was used for all dyadic interactions. The four investigativephases included apre-test interview, dyadic interaction, one immediate and one delayed post-test interview. The results indicated no overall superiority of subjects who could engage in socio-cognitive conflict over subjects who were limited to cognitive conflict alone. In addition, lower and intermediate level subjects in both conflict conditions advanced over both post-tests compared to a control group, arguing against a straightforward imitation account. Elements of subjects' discourse during conflict were correlated with post-test advancement. Marked differences emerged between lows and intermediates for socio-cognitive conflict consonant with the constructivist view that social interactions and cognitive stages are interdependent. A complementary pattern of positive correlations emerged between discourse and cognitive conflict subjects' advancement.
We carried out an analysis of a database of all students in higher education in the UK in 1995-96 to compare students with a visual impairment and students with no recorded disability in terms of their demographic characteristics, programmes of study and academic attainment. Students with a visual impairment constituted 0.12% of all students normally resident in the UK. Their representation varied with age, gender, ethnicity and entry qualifications and with their level, mode and subject of study. If these background variables are taken into account, a visual impairment per se appears to have surprisingly little effect on academic attainment.
This study examined the relationship between the employment status of visually impaired college graduates in Great Britain and their social networks, both formal and informal. The unemployed graduates had less extensive support networks to help them find jobs; used contacts in less directive ways; and socialized in more structured, group-centered ways than did the employed graduates.
About 60% of the children who are visually impaired (that is, are blind or have low vision) in the United Kingdom attend mainstream schools, and the remainder attend special schools (Clunies-Ross & Keil, 1999). In the past few years, educators have attempted to move beyond the limitations of integration toward inclusive learning by matching what learners learn best with what is required for successful learning to occur (Tomlinson, 1996).Nevertheless, experiences with integration, both good and bad, at various levels of education continue to affect the life experiences of people with visual impairments in the United Kingdom. A review of the literature revealed great variability in these experiences. In addition to autobiographical reports by blind people of their experiences (see, for example, Gosch, 1996), much research has explored the achievements of children with visual impairments and students in mainstream education (see, for example,
This study used the Twenty Statements Test (TST), a locus of control test, and open-ended questions to elicit responses from 16 college students who were blind or had low vision. A generally positive view of self emerged, but negative TST responses focusing on disability also occurred and sometimes were associated with deteriorating vision loss and recency of onset. Locus-of-control responses were highly external across the group.
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