SELF-RECOGNITION IN RETARDED-CHILDREN

  • 1 January 1981
    • journal article
    • research article
    • Vol. 52  (1) , 145-150
Abstract
The relationship between cognitive and affective development was studied. Young, preverbal, retarded children watched television images of themselves with faces marked, or unmarked, and of a peer whose face was marked. The objective technique of increased mark-directed responses was used as evidence of self-recognition, and the children''s reactions rated as they watched these images. The emergence of self-recognition was closely tied to the maturity of the children''s general responsiveness to their reflections. The Down''s syndrome children made a broad range of responses, including the curiosity and self-conscious behaviors characteristic of normal children during the 2nd yr of life, and all except 1 of these children showed evidence that they recognized their images. The range of behaviors displayed by multihandicapped children was greatly restricted and similar to children in the 1st yr of life. Less than half of these children showed an emergence of self-recognition.

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