Feral Man and Extreme Cases of Isolation

Zingg, Robert M.

doi:10.2307/1417630

Cited by 39 publications

(16 citation statements)

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“…It is important to emphasize that the well‐documented negative impacts of deprivation on brain circuitry do not mean that excessive enrichment produces measurable enhancements in brain function. A small number of case reports exist in which neglected children with very little language experience in early childhood were given enriched language exposure in a protective environment (Curtiss, 1977; Itard, 1801/1932; Zingg, 1940). Longitudinal follow‐up studies of these children demonstrated that after several years of language exposure, they were unable to achieve adult‐level native language abilities.…”

Section: Concluding Commentsmentioning

confidence: 99%

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

2010

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Early life events can exert a powerful influence on both the pattern of brain architecture and behavioral development. In this paper a conceptual framework is provided for considering how the structure of early experience gets “under the skin.” The paper begins with a description of the genetic framework that lays the foundation for brain development, and then to the ways experience interacts with and modifies the structures and functions of the developing brain. Much of the attention is focused on early experience and sensitive periods, although it is made clear that later experience also plays an important role in maintaining and elaborating this early wiring diagram, which is critical to establishing a solid footing for development beyond the early years.

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Section: Concluding Commentsmentioning

confidence: 99%

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

2010

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“…These stories propel anthropological imagination far beyond the idea of the “noble savage” that originated in Rousseau's Social Contract (Rousseau 1997) and past the once‐popular anthropological pursuit of “the savage in the state of nature” who would help us resolve which aspects of human social behavior are innate and which are acquired (cf. Volkmar and Klin 1993; Zingg 1940).…”

Section: Children With Autism and Animals In Myth And Historymentioning

confidence: 99%

What a Dog Can Do: Children with Autism and Therapy Dogs in Social Interaction

Solomon

2010

Ethos

114

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For almost 50 years specially trained dogs have been used in clinical and family settings to facilitate how children with autism engage in social interaction and participate in everyday activities. Yet little theoretical grounding and empirical study of this socioclinical phenomenon has been offered by social science. This article draws on interdisciplinary scholarship to situate the study of the therapeutic use of dogs for children and teens with autism. Two case studies of service and therapy dogs' mediating social engagement of children with autism in relationships, interactions, and activities illustrate how dogs support children's communication, their experience of emotional connection with others, and their participation in everyday life. Theorizing this process enriches approaches to sociality in psychological anthropology. [animal‐assisted therapy, autism, engagement, sociality, intersubjectivity]

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“…A small number of case reports of children who were extremely neglected make up much of this literature. As a result of their neglect these children were provided very little language experience until later childhood when they were taken into protective custody and provided with enriched language exposure (Curtiss, 1977;Itard, 1932;Zingg, 1940). Longitudinal follow-up studies of these children demonstrated that, after several years of language exposure, they were unable to achieve language abilities of adult, native speakers.…”

Section: Late Onset Of First Language Learningmentioning

confidence: 99%

Developmental constraints on language development in children with cochlear implants

Tomblin¹,

Barker²,

Hubbs³

2007

International Journal of Audiology

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Research on pediatric cochlear implantation has frequently shown that speech perception, speech production, and language outcomes are better for children who are implanted earlier in life than later. These findings are often explained on the grounds that earlier implantation takes advantage of a critical or sensitive period. This paper reviews the literature concerning sensitive periods within the framework of speech and language development. It particularly emphasizes two alternate mechanisms proposed for these periods: an experience-independent mechanism, and an experience-dependent mechanism. Based on this literature review we proposed that research in the field of pediatric cochlear implantation needs to carefully define what kind of evidence is needed to reflect a sensitive period for speech and language learning. The field also needs to consider designing studies that allow the viability of these two mechanisms to be tested. An example of such a study is provided within.

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Feral Man and Extreme Cases of Isolation

Cited by 39 publications

References 0 publications

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture

What a Dog Can Do: Children with Autism and Therapy Dogs in Social Interaction

Developmental constraints on language development in children with cochlear implants

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