The Development of Speech and Mental Processes in a Pair of Twins: A Case Study

Douglas, Jo; Button, Angela

doi:10.1111/j.1469-7610.1978.tb01751.x

Cited by 22 publications

(19 citation statements)

References 13 publications

(8 reference statements)

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“…Similar results have been found by McCall, Applebaum, & Hogarty (1973). The studies of twins reared in deprivation also show that large changes in levels of functioning are possible when favorable environments are introduced (Douglas andSutton 1978, Koluchova 1976). Evidence such as this suggests that variability of development may be as striking as consistency (Clarke 1978, Kagan 1971).…”

Section: Discussionmentioning

confidence: 95%

The Early Identification of Educationally ‘At Risk’ Children Revisited

Lindsay¹,

Wedell

1982

J Learn Disabil

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The basic assumptions underlying the development of early identification procedures are reviewed. The effectiveness of screening measures designed to identify educationally "at risk" children is critically examined. It is concluded that there is a general lack of evidence for the usefulness of such instruments. The implications of these findings are considered, and an alternative strategy of action based on the use of sequences of educational objectives rather than predictive instruments is proposed.T here is no doubt that a major growth area in education over recent years has been the early identification of children experiencing or likely to experience learning difficulties. While major interest in this area began in the 1960s in the United States, it has been within the past decade that work in England has proliferated. In 1972 a survey carried out by the Department of Education and Science (DES) reported that 25% of local education authorities (LEAs) carry out some form of educational screening, although this estimate also included surveys of educational attainment. In 1976 Makins reported that 47% of LEAs were using screening procedures and an additional 27% were planning to implement them.Official impetus to such endeavours has been provided by government reports, particularly that of the Bullock Committee (DES 1975) and more recently the Warnock Committee (DES 1978). However, while support for the aims underlying such procedures has grown and the production of instruments designed for the purpose has proliferated, the evaluation of the effectiveness of the procedures has not been so prevalent. One reason is that in England at least the majority of procedures have been initiated locally by practitioners (educational psychologists, educational advisers) with limited resources for large-scale studies.However, the need for a more critical evaluation of the early identification of children with learning difficulties has become increasingly apparent. If such procedures result in certain children being allocated to or deprived of particular resources, then an evaluation of their accuracy and usefulness is necessary.The purpose of this paper is first to examine the basic assumptions underlying the development of early identification procedures, and then to consider the evidence about the validity of the various types of procedure. In the final part of the paper, we consider the implications of the foregoing for achieving the aims of early identification.

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Section: Discussionmentioning

confidence: 95%

The Early Identification of Educationally ‘At Risk’ Children Revisited

Lindsay¹,

Wedell

1982

J Learn Disabil

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“…Most important, this deficit appears primarily to involve language skills, an observation made more than 60 years ago by McCarthy (1930) and Day (1932). The language-related difficulties experienced by twins have been confirmed by numerous investigators over the years (e.g., Bakwin, 1973;Douglas & Sutton, 1978;Koch, 1966;Luria & Yudovitch, 1959;Mittler, 1971;Record et al, 1970). Current efforts are focusing on more specific forms of deficit and delay and possible biological and experiential correlates (Fischbein, 1990;Hay et al, 1987;Lytton, 1980;Lytton et al, 1988;Norman, 1982;Savic, 1980).…”

Section: Twin-singleton Differences In Intellectual Developmentmentioning

confidence: 80%

“…Given the greater Downloaded by [FU Berlin] at 05:24 04 December 2014 social closeness of MZ than DZ twins, increased displays of private speech among MZ twins would be anticipated. Luria and Yudovitch (1959) and Douglas and Sutton (1978) provided periods of separation and enhanced training for a pair of young MZ male twins and a pair of young female MZ twins, respectively, who showed substantial retardation in speech and play development. Brain damage was not suspected for either pair.…”

Section: Language Development In Twinsmentioning

confidence: 98%

A Twin Research Perspective on Reading and Spelling Disabilities

Segal

Topoloski

1995

Reading & Writing Quarterly

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“…Whatever the ultimate objective reality of 'stages' in human mental development, the stage-system outlined here may be regarded as bringing stage theory definitely back into play within our own psychology. Small-scale investigations have suggested that psychological practices derived from the formulations of Vygotskii offer the possibility of distinguishing the culturally deprived from the biologically handicapped amongst moderately retarded school children (Sutton, 1979b), and permit a massive transformation in deprived young children from manipulation of the appropriate adult variables to create potential and achieve stage change (see Douglas & Sutton, 1978;Sutton, 1978b).…”

Section: Figmentioning

confidence: 98%

Cultural Disadvantage and Vygotskii's Stages of Development∗

Sutton¹

1980

Educational Studies

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The Development of Speech and Mental Processes in a Pair of Twins: A Case Study

Cited by 22 publications

References 13 publications

The Early Identification of Educationally ‘At Risk’ Children Revisited

The Early Identification of Educationally ‘At Risk’ Children Revisited

A Twin Research Perspective on Reading and Spelling Disabilities

Cultural Disadvantage and Vygotskii's Stages of Development∗

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