Abstract
An investigation of the similar‐sequence hypothesis was carried out in Turkey and the findings were compared with those in England. Istanbul non‐retarded (N‐R) and educable mentally retarded (EMR) children's order of development of quantity concepts was studied using a method of critical exploration. Scalogram analyses supported similarity in sequence of conservation concept development for non‐retarded and retarded children. Common order of development was found when the Turkish and English children's performance was compared. Individual exceptions were evident in all groups; commonality but not invariance in sequence of concept development was confirmed. The method of critical exploration was effective in revealing the nature of children's understanding; the reasons for their responses were clarified and appropriate comparisons could be made.
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