CAROLINE LISTER
Biographic Data
| ID | 5706218 |
|---|---|
| NAME | CAROLINE LISTER |
| GIVEN NAMES | CAROLINE |
| FAMILY NAME | LISTER |
| SIGNATURE | LISTER C |
| AFFILIATIONS | Newcastle University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 0 |
Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development
S ummary . Three questions important in relation to the developmental‐difference controversy were addressed. The first, to what extent do retarded and non‐retarded children show a similar sequence in their development of concepts, was answered using scalogram analyses which supported a common order of acquisition of conservation concepts when intermediate as well as conservation and non‐conservation categories were used. There was a high degree o…
The Development of Conservation Concepts in Children With Visual Impairment
S ummary . The investigation was the last in a series examining similarity of sequence and structure in the development of children with different handicapping conditions. It focused on the development of conservation concepts by children who were visually impaired but not blind. Similarity in order of acquisition of conservation concepts for visually impaired and sighted children was found and was supported by scalogram analyses yielding very hi…
Sequence in Hearing Impaired Children's Development of Concepts
S ummary . The question of sequence in hearing impaired and hearing children's development of concepts was investigated and a similar order of acquisition of conservation was found regardless of delay. The 24 partially hearing unit, 28 deaf school and 30 hearing ordinary school children, with individual exceptions, yielded the ordering: conservation of number, substance, length, weight, area, volume. Scalogram analyses supported the order with co…
The Development of Esn Children's Understanding of Conservation in a Range of Attribute Situations
S ummary . 115 children from an ESN school were pre‐tested on Piaget‐type conservation tasks involving seven different attributes: number, substance, length, distance, area, weight and volume. 51 of these children, who failed to conserve in relation to two or more attributes, were studied further. Aged 10 to 16 years, IQ 50–77, they were divided into three groups matched for age, IQ and level of initial understanding of conservation. One group wa…
The Development of a Concept of Volume Conservation in Esn Children
S ummary . This investigation showed that a concept of volume conservation can be taught to educationally subnormal children and that this understanding of conservation generalises to weight and substance situations. 104 ESN school children were pre‐tested for conservation of substance, weight and volume. Then, using a varied teaching method which included three conservation of volume experiences, reasons, and situations, 30 of these children (no…
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The Development of a Concept of Volume Conservation in Esn Children
S ummary . This investigation showed that a concept of volume conservation can be taught to educationally subnormal children and that this understanding of conservation generalises to weight and substance situations. 104 ESN school children were pre‐tested for conservation of substance, weight and volume. Then, using a varied teaching method which included three conservation of volume experiences, reasons, and situations, 30 of these children (no…
The Development of Esn Children's Understanding of Conservation in a Range of Attribute Situations
S ummary . 115 children from an ESN school were pre‐tested on Piaget‐type conservation tasks involving seven different attributes: number, substance, length, distance, area, weight and volume. 51 of these children, who failed to conserve in relation to two or more attributes, were studied further. Aged 10 to 16 years, IQ 50–77, they were divided into three groups matched for age, IQ and level of initial understanding of conservation. One group wa…
Sequence in Hearing Impaired Children's Development of Concepts
S ummary . The question of sequence in hearing impaired and hearing children's development of concepts was investigated and a similar order of acquisition of conservation was found regardless of delay. The 24 partially hearing unit, 28 deaf school and 30 hearing ordinary school children, with individual exceptions, yielded the ordering: conservation of number, substance, length, weight, area, volume. Scalogram analyses supported the order with co…
Similar‐sequence and Similar‐structure in Retarded and Non‐retarded Children's Development
S ummary . Three questions important in relation to the developmental‐difference controversy were addressed. The first, to what extent do retarded and non‐retarded children show a similar sequence in their development of concepts, was answered using scalogram analyses which supported a common order of acquisition of conservation concepts when intermediate as well as conservation and non‐conservation categories were used. There was a high degree o…
The Development of Conservation Concepts in Children With Visual Impairment
S ummary . The investigation was the last in a series examining similarity of sequence and structure in the development of children with different handicapping conditions. It focused on the development of conservation concepts by children who were visually impaired but not blind. Similarity in order of acquisition of conservation concepts for visually impaired and sighted children was found and was supported by scalogram analyses yielding very hi…
Developmental psychology (5 works) · Psychology (5 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Similarity (geometry) (2 works) · Art Education and Development (1 work) · Audiology (1 work) · Biology (1 work)