The Development of Esn Children's Understanding of Conservation in a Range of Attribute Situations

Lister, Caroline

doi:10.1111/j.2044-8279.1972.tb00690.x

Cited by 20 publications

(6 citation statements)

References 1 publication

(3 reference statements)

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“…Our results are in agreement with the findings of Lister (1972), Field (1974). Singh and Stott (1975b).…”

Section: Discussionsupporting

confidence: 96%

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Training for Number Conservation using Film Mediated Modeling

Singh¹,

Ahrens²,

Stott

1977

Australian Journal of Mental Retardation

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“…Our results are in agreement with the findings of Lister (1972), Field (1974). Singh and Stott (1975b).…”

Section: Discussionsupporting

confidence: 96%

“…Lister (1972), using an eclectic and unspecified method which varied from subject to subject, found that conservation of number could be taught to educable mentally retarded (EMR) children. Field (1974) found Beilin's (1965) verbal rule method superior to Gelman's (1969) learning set method in accelerating retarded children's number conservation ability.…”

mentioning

confidence: 99%

Training for Number Conservation using Film Mediated Modeling

Singh¹,

Ahrens²,

Stott

1977

Australian Journal of Mental Retardation

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“…This study appears to confirm Piaget's findings that conservation is related to the intellectual maturity of the child and that MA seems to be related to the ability to conserve. Lister (1972) studied the development of educationally subnormal children's understanding of conservation. The subjects were divided into three groups matched for age and IQ.…”

Section: Application Of Piaget's Theorymentioning

confidence: 99%

Application of Piaget's Theory To the Study of Thinking of the Mentally Retarded: A Review of Research

Klein

Safford

1977

J Spec Educ

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The developmental theory of Jean Piaget describes intellectual growth, from sensorimotor intelligence through adult logic. Although Piaget has not dealt with mentally retarded (MR) persons per se, his theory has been applied to that population by many researchers. Results of investigations into this application of Paget's stage theory of development indicate that the stages of development in the MR parallel those described by Piaget but appear at later chronological periods. Because of the tremendous variability in cognitive MR task performance within IQ categories, identification of specific aspects of concept learning holds promise for enhancing the school performance of MR children through individualized instruction.The developmental theory of Jean Piaget deals with the process of intellectual development. The theory focuses on the evolution of abstract thinking from its origins in the sensorimotor behavior of infancy through the intermediate forms (Woodward, 1963). Piaget is not concerned with success or failure, right or wrong, but rather with the kinds of psychological operations comprising intellectual development. His purpose is not to make an inventory of behavior; it is to interpret behavior in terms of its origins and to predict what will grow from it at successive stages.Piaget suggests that the central nervous system, as a result of its interaction with the environment during the early years, &dquo;constantly forms levels of integration which are both quantitatively and qualitatively different from the synthesis out of which they evolved&dquo; (Robinson & Robinson, 1965, p. 356). Moreover, his conceptions of psychological development are very different from those generally espoused by theorists who view learning mainly in terms of an associationist model; thus, they have far-reaching ramifications for the study of nearly every area of child development.The phenomenon of mental retardation poses many questions of critical importance conerning both the universality and the individuality of mental development (Kessler, 1970). The study of this phenomenon from the perspective of Piagetian theory offers promise of increased understanding -both of mental subnormality and of the processes and sequences of mental development. Therefore, the purpose of this review is to analyze some of the major areas in

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“…The writer has conducted a series of investigations (Lister, 1969(Lister, , 1970(Lister, , 1972 involving over 350 ESN schoolchildren aged between eight and 16, to explore ways in which conservation can be taught. These investigations, with the pre-tests and post-tests, control groups and so on show that, within broad limits, conservation can be taught to these children using instructional strategies that involve a succession of varied, relevant experiences and explanations so that generalised, durable understanding develops.…”

Section: Earlier Findingsmentioning

confidence: 99%

Teaching Number Conservation

1974

British J Special Edu

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educational psychologist, Staffordshire County CouncilConsider an initial conservation problem. Brian, a 16 year old sevzrely educationally subnormal boy, was given two glass jars of identical shape-both of them short and fat-and was asked to put eight wooden beads into each. He carefully counted eight beads into one jar, then eight into the other. He agreed that there was the same number in each jar. Then the contents of one jar was poured into a tall, thin jar. There was thus an original jar containing eight beads and a new jar containing eight beads. He was asked: 'Is there still the same number of beads here as here, or are there more beads in one than in the other?' Brian replied that there were more beads in the new jar bzcause, as he put it, they were poured. This episode exemplifies Brian's failure to understand that thz number of beads in a set remains the same number, despite changes in the spatial distribution of the set, provided no beads are added or taken away. In short, he displayed lack of number conservation.

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The Development of Esn Children's Understanding of Conservation in a Range of Attribute Situations

Cited by 20 publications

References 1 publication

Training for Number Conservation using Film Mediated Modeling

Training for Number Conservation using Film Mediated Modeling

Application of Piaget's Theory To the Study of Thinking of the Mentally Retarded: A Review of Research

Teaching Number Conservation

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