Self-recognition in retarded children.
This study was designed to investigate the relationship between cognitive and affective development. Young preverbal retarded children watched TV images of themselves with faces marked or unmarked and of a peer whose face was marked. We used the objective technique of increased mark-directed responses as evidence of self-recognition and rated the children's reactions 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 second year of life, and all except one of these children showed evidence that they recognized their images. In contrast, the range of behaviors displayed by multihandicapped children was greatly restricted and similar to children in the first year of life. Less than half of these children showed an emergence of self-recognition.
D001828:Body Image; D002675:Child, Preschool; D003463:Cues; D006233:Persons with Disabilities / Q000523:psychology; D004193:Discrimination Learning; D004314:Down Syndrome / Q000523:psychology; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007360:Intelligence; D008297:Male; D011930:Reaction Time