Sequence in Hearing Impaired Children's Development of Concepts

Lister, Caroline; Leach, Chris; Wesencraft, Karen

doi:10.1111/j.2044-8279.1988.tb00884.x

Cited by 7 publications

(3 citation statements)

References 3 publications

(3 reference statements)

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“…Flavell then discusses theories of cognitive development in which sequences figure importantly. Of particular interest in relation to the current series of studies (Lister, Leach and Hull, 1987;Lister, Leach and Wesencraft, 1988;Lister, Leach and McCombe, 1988) is that of Fischer (1980). The findings lend support to Fischer's statement that development is relatively continuous and gradual.…”

Section: Introductionsupporting

confidence: 51%

Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development

Lister

Leach

McGRAW

et al. 1989

Brit J of Edu Psychol

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Three questions important in relation to the developmental-difference controversy were addressed. The first, to what extent do retarded and non-retarded children show a similar sequence in their development of concepts, was answered using scalogram analyses which supported a common order of acquisition of conservation concepts when intermediate as well as conservation and non-conservation categories were used. There was a high degree of similarity in sequence within as well as between attributes. The second question, how far does the similar-structure hypothesis hold, was answered in the terms set by the developmental theorists. Multiple regression analyses and comparisons of mean mental ages for each of the conservation subgroups supported the similar-structure hypothesis. Non-retarded and retarded children with no known organic condition revealed similar structures. The third question concerned findings of volume conservation in retarded children and how these might be interpreted. It is argued that recognition of conservation in displacement volume tasks need not imply a generalised stage of formal operations nor be interpreted in terms of ceiling in development. Overall the findings have implications for ordering and providing appropriate levels of experiences for retarded children without assuming fixed limits in their development.

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Section: Introductionsupporting

confidence: 51%

Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development

Lister

Leach

McGRAW

et al. 1989

Brit J of Edu Psychol

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“…Order of development of conservation concepts has been investigated with children who have different handicapping conditions and with non-handicapped children (Lister, Leach & Hull, 1987;Lister, Leach & McCombe, 1988;Lister, Leach & Wesencraft, 1988;Lister, Leach, McGraw & Simpson, 1989;Lister, Leach & O'Neill, 1989;Lister, Leach & Walsh, 1989;Lister, Leach & Hill, 1990). None of these investigations has included children with cerebral palsy.…”

Section: Introductionmentioning

confidence: 98%

The development of understanding of quantity in children with cerebral palsy, part II

Lister¹,

Leach²,

Udberg³

1991

Early Child Development and Care

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The present investigation built upon a previous study carried out because there is little published research examining fundamental concepts of quantity conservation in children with cerebral palsy. The extent, pattern, and process of such children's acquisition of conservation concepts was explored through pretesting, teaching and posttesting a carefully defined sample. The investigation showed how initial understanding may be revealed and extended by a flexible focused method of exploration and appropriately adapted tasks. Each child was given the same form of intervention which included the experiences and explanations basic to conservation. Individual differences were marked but every child made clear advances and evidenced generalised understanding. There was a large and significant difference between the pretest and posttest performances of this group of cerebral palsied children. The form of intervention proved to be very effective with these children; the findings have direct educational implications.

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“…Early investigations into the young hearing‐impaired child's cognitive functioning usually concluded that these children were cognitively inferior and showed a lag of several years in terms of their mental functioning in comparison with their hearing peers (Furth, ; Lister, Leach and Wesencraft, ; Pintner and Patterson, ). Early researchers suggested that neuropsychological differences between deaf and hearing children might result in qualitatively different styles of information processing (Tomlinson‐Keasey and Kelly, ).…”

mentioning

confidence: 99%

A neurodevelopmental profile of the rural hearing‐impaired child in theQwaQwa region,SouthAfrica

Bothma

Dunn

Kokot

2014

Research in Spec Educ Needs

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Being hearing impaired does not only affect a child's academic performance, but can also influence a child's overall development and ability to succeed academically. Children with hearing impairment often experience delays in other areas of their development and an understanding of the inter-relatedness of these delays are important in order to address all these aspects, and thus minimise the impact on a child's overall development. The paper provides a neurodevelopmental profile of 4-year-old to 8-year-old rural hearing-impaired children based on the result of a psychometric assessment. Eighteen children were selected from a special needs school in the rural QwaQwa Free State area of South Africa and underwent a psychometric assessment using two test batteries (Griffiths mental developmental scales -extended revised and a neurodevelopmental evaluation scale). The neurodevelopmental profile will contribute to knowledge of the nature of the challenges faced by the hearing-impaired child in rural education and the neurodevelopmental origin of these challenges.

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Sequence in Hearing Impaired Children's Development of Concepts

Cited by 7 publications

References 3 publications

Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development

Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development

The development of understanding of quantity in children with cerebral palsy, part II

A neurodevelopmental profile of the rural hearing‐impaired child in theQwaQwa region,SouthAfrica

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