Eithne Buchanan‐barrow
Biographic Data
| ID | 3655375 |
|---|---|
| NAME | Eithne Buchanan‐barrow |
| GIVEN NAMES | Eithne |
| FAMILY NAME | Buchanan‐barrow |
| SIGNATURE | BARROW E B |
| AFFILIATIONS | University of Surrey |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 1 |
Children's Understanding of Illness
Using children's naïve theory of biology as a framework, this study examined children's illness conceptions. Children (aged 4-11), presented with one of four exemplars (child, dog, duck or rosebush) suffering an imaginary illness, were asked whether various entities from six categories, biological and non-biological, could also be afflicted. The children's illness generalizations differentiated between all of the categories; they not only disting…
Individual Differences in Children’s Understanding of the School
Following previous research (Buchanan‐Barrow and Barrett, 1996) which investigated the developmental trends in children’s understanding of the school, this paper reports a study which explored wider influences on children’s thinking in an examination of individual differences within those broad trends. First, the role of socio‐economic class, gender and birth‐order were examined for possible relationship to the children’s understanding. Second, t…
Primary school children's understanding of the school
This paper reports a study which examined children's understanding of the primary school as a microscopic society, investigating their acquisition of system concepts such as rules, community, self/system interaction and power, and their comprehension of the interrelationships. A sample of 144 children, aged 5–11 years old, from four schools, responded to a questionnaire which probed their understanding in three main areas: (1) the function of sch…
Children's Understanding of Illness
Using children's naïve theory of biology as a framework, this study examined children's illness conceptions. Children (aged 4-11), presented with one of four exemplars (child, dog, duck or rosebush) suffering an imaginary illness, were asked whether various entities from six categories, biological and non-biological, could also be afflicted. The children's illness generalizations differentiated between all of the categories; they not only disting…
Individual Differences in Children’s Understanding of the School
Following previous research (Buchanan‐Barrow and Barrett, 1996) which investigated the developmental trends in children’s understanding of the school, this paper reports a study which explored wider influences on children’s thinking in an examination of individual differences within those broad trends. First, the role of socio‐economic class, gender and birth‐order were examined for possible relationship to the children’s understanding. Second, t…
Primary school children's understanding of the school
This paper reports a study which examined children's understanding of the primary school as a microscopic society, investigating their acquisition of system concepts such as rules, community, self/system interaction and power, and their comprehension of the interrelationships. A sample of 144 children, aged 5–11 years old, from four schools, responded to a questionnaire which probed their understanding in three main areas: (1) the function of sch…
Individual Differences in Children’s Understanding of the School
Following previous research (Buchanan‐Barrow and Barrett, 1996) which investigated the developmental trends in children’s understanding of the school, this paper reports a study which explored wider influences on children’s thinking in an examination of individual differences within those broad trends. First, the role of socio‐economic class, gender and birth‐order were examined for possible relationship to the children’s understanding. Second, t…
Children's Understanding of Illness
Using children's naïve theory of biology as a framework, this study examined children's illness conceptions. Children (aged 4-11), presented with one of four exemplars (child, dog, duck or rosebush) suffering an imaginary illness, were asked whether various entities from six categories, biological and non-biological, could also be afflicted. The children's illness generalizations differentiated between all of the categories; they not only disting…
Psychology (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Birth order (1 work) · Clinical Psychology (1 work) · Clinical Reasoning and Diagnostic Skills (1 work) · Comprehension (1 work) · Computer Science (1 work) · Context (archaeology (1 work) · Demography (1 work)