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A Comparison of the Conservation Acquisition of Mentally Retarded and Nonretarded Children

  • Dorothy Field
Part of the NATO Conference Series book series (NATOCS, volume 14)

Abstract

This paper reports results of a continuing study of the cognitive development of mildly mentally retarded and nonretarded children in which Piagetian conservation training has been the primary investigative tool. I will argue that this complex cognitive training is a particularly useful way to increase our understanding of the similarities and differences between children of normal and subnormal intelligence. I will further suggest that this training may be useful as a diagnostic tool to distinguish children who suffer from retardation from those whose learning disabilities stem from other causes.

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References

  1. Field, D. Long-term effects of conservation training with educationally subnormal chüdren. Journal of Special Education, 1974, 8, 237–245.CrossRefGoogle Scholar
  2. Field, D. The importance of the verbal content in the training of Piagetian conservation skills. Child Development, 1977, 48, 1583–1592.CrossRefGoogle Scholar
  3. Field, D. How children in ESN schools in London learn conservation sküls. In G. L. Lubin, M. K. Poulsen, J. F. Magary, and M. Soto-McMister (Eds.). Piagetian Theory and its Implications for the Helping Professions, Proceedings of the Seventh Inter-disciplinary Conference (Vol. 2). Los Angeles: University of Southern California Press, 1978.Google Scholar
  4. Piaget, J. The Child’s Conception of Number. London: Routledge and Kegan Paul, 1952.Google Scholar
  5. B. Inhelder, H. Sinclair, and M. Bovet. Learning and the Development of Cognition. London: Routledge and Kegan Paul, 1974.Google Scholar
  6. Vygotsky, L. S. Thought and Language. Cambridge: MIT University Press, 1962.CrossRefGoogle Scholar

Copyright information

© Plenum Press, New York 1981

Authors and Affiliations

  • Dorothy Field
    • 1
  1. 1.University of California, BerkeleyBerkeleyUSA

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