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