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Conservation development in the partially sighted child
Author(s) -
Swanson Lee,
Minifie Darrel,
Minifie Elsie
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197904)16:2<309::aid-pits2310160224>3.0.co;2-h
Subject(s) - psychology , partially sighted , developmental psychology , cognitive development , age groups , cognition , task (project management) , child development , visually impaired , cognitive psychology , demography , neuroscience , sociology , computer science , economics , management , human–computer interaction
A comparative study of conservation development in partially sighted, sighted, and sighted blindfolded children at four age levels (6–7, 8–9, 10–11, and 12–15 yrs.) was assessed. Conservation on tasks of mass, weight, and volume were evaluated using Piaget and Inhelder's (1941) prediction, judgment, and explanation questions. The significant differences were found between groups, task, and age level. Visually impaired children's performance was inferior to sighted children at all age levels, while little difference was found between partially sighted and blindfolded children's performance. For all three groups, conservation of mass was easiest, followed by conservation of weight, then volume. The findings support the notion of a developmental lag in cognitive skills for partially sighted children.