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Related Experiment Videos

Self-recognition in retarded children.

S D Hill, C Tomlin

    Child Development
    |March 1, 1981
    PubMed
    Summary
    This summary is machine-generated.

    This study explored self-recognition in young children with developmental disabilities. Children with Down syndrome showed self-recognition, unlike many multihandicapped children, indicating cognitive and affective development links.

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    Area of Science:

    • Developmental Psychology
    • Cognitive Science
    • Child Neurology

    Background:

    • Self-recognition is a key developmental milestone.
    • Its emergence is linked to cognitive and affective maturity.
    • Understanding self-recognition in children with disabilities offers insights into developmental pathways.

    Purpose of the Study:

    • To investigate the relationship between cognitive and affective development.
    • To examine self-recognition in young, preverbal children with intellectual disabilities.
    • To compare self-recognition abilities in children with Down syndrome versus multihandicapped children.

    Main Methods:

    • Children viewed video images of themselves and a peer, with and without facial marks.
    • Mark-directed responses were objectively measured as evidence of self-recognition.

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  • Children's behavioral reactions to the images were qualitatively rated.

    • Main Results:

    • Self-recognition was closely associated with general responsiveness to reflections.
    • Children with Down syndrome exhibited behaviors similar to typically developing toddlers and demonstrated self-recognition.
    • Multihandicapped children displayed restricted behaviors and less frequent self-recognition.

    Conclusions:

    • Maturity in cognitive and affective development influences self-recognition.
    • Down syndrome is associated with earlier emergence of self-recognition compared to severe multiple handicaps.
    • These findings highlight developmental trajectories in children with intellectual disabilities.