Instability of Performance on Cognitive Tests in Infants and Young Children With Down's Syndrome

Wishart, Jennifer G.; Duffy, Louise

doi:10.1111/j.2044-8279.1990.tb00918.x

Cited by 68 publications

(55 citation statements)

References 10 publications

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“…Jennifer Wishart's research on aspects of early cognitive development in children with Down's syndrome has drawn attention to the children's sensitivity to failure and lack of consolidation strategies when learning. She also advocates errorless learning as the preferred teaching method for our children (Wishart 1988).…”

Section: Errorless Learningmentioning

confidence: 99%

Teaching children with Down syndrome to read

Buckley¹,

Bird²

1993

Downs Syndr. Res. Pract.

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Section: Errorless Learningmentioning

confidence: 99%

Teaching children with Down syndrome to read

Buckley¹,

Bird²

1993

Downs Syndr. Res. Pract.

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“…Although object permanence has been investigated numerous times in this population (Cicchetti & MansWagener, 1987;Dunst, 1981Dunst, , 1988Dunst, , 1990Dunst & Rheingrover, 1983;Kahn, 1978;Mervis & Cardoso-Martins, 1984;Morss, 1983Morss, , 1984Pasnak & Pasnak, 1987;Sloper, Glenn, & Cunningham, 1986;Wishart, 1986Wishart, , 1987Wishart & Duffy, 1990), this is the first study designed to test deferred imitation in young children with Down syndrome.…”

Section: Introductionmentioning

confidence: 99%

Memory and representation in young children with Down syndrome: Exploring deferred imitation and object permanence

Rast

Meltzoff

1995

Dev Psychopathol

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Deferred imitation and object permanence (OP) were tested in 48 young children with Down syndrome (DS), ranging from 20 to 43 months of age. Deferred imitation and high-level OP (invisible displacements) have long been held to be synchronous developments during sensorymotor "Stage 6" (18-24 months of age in unimpaired children). The results of the current study demonstrate deferred imitation in young children with DS, showing they can learn novel behaviors from observation and retain multiple models in memory. This is the first demonstration of deferred imitation in young children with DS. The average OP level passed in this sample was A-not-B, a task passed at 8-12 months of age in normally developing infants. Analyses showed that individual children who failed high-level OP (invisible displacements) could still perform deferred imitation. This indicates that deferred imitation and OP invisible displacements are not synchronous developments in children with DS. This asynchrony is compatible with new data from unimpaired children suggesting that deferred imitation and high-level OP entail separate and distinctive kinds of memory and representation.This study addressed the relationship between imitation from memory (deferred imitation) and object permanence in young children with Down syndrome. Although object permanence has been investigated numerous times in this population (Cicchetti & MansWagener, 1987;Dunst, 1981Dunst, , 1988Dunst, , 1990Dunst & Rheingrover, 1983;Kahn, 1978;Mervis & Cardoso-Martins, 1984;Morss, 1983Morss, , 1984Pasnak & Pasnak, 1987;Sloper, Glenn, & Cunningham, 1986;Wishart, 1986Wishart, , 1987Wishart & Duffy, 1990), this is the first study designed to test deferred imitation in young children with Down syndrome.In classic developmental theory, there is thought to be a deep kinship between deferred imitation and a high level of object permanence ("Stage 6" invisible displacements). Both provide a measure of recall not simply recognition memory: To succeed, infants must generate actions on the basis of stored representations of perceptually absent realities. Both are thought to derive from a common source, the emergence of a representational intelligence (Piaget, 1952(Piaget, , 1954(Piaget, , 1962. It has long been held that deferred imitation and high-level object permanence (OP) emerge in tandem at about 18 to 24 months of age in unimpaired children. NIH Public Access Author ManuscriptDev Psychopathol. Author manuscript; available in PMC 2014 December 18. Published in final edited form as:Dev Psychopathol. 1995 ; 7(3): 393-407. doi:10.1017/S0954579400006593. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptRecent data and theory have shown that some developmental synchronies described by Piagetian theory do not obtain, but that others certainly do (e.g., Astington & Gopnik, 1991;Bates & Snyder, 1987;Curcio & Houlihan, 1987;Fischer & Bidell, 1991;Flavell, 1982;Gopnik & Meltzoff, 1986, 1992Hirschfeld & Gelman, 1994;Uzgiris, 1987). Although contemporary researc...

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“…We have also been able, using habituation tasks, to measure important differences in attentional capacities between the cohorts that may underpin delays in cognitive development. It may, for example, prove that these attentional differences underpin the different profi les of errors and instability in cognitive performance of infants with Down syndrome noted, for example, by Morss (1983) and Wishart and Duffy (1990).…”

Section: Difficulties In Measuring Cognitive Capacitiesmentioning

confidence: 99%

Cognitive and social factors in the development of infants with Down syndrome

Moore

Oates²,

Hobson³

et al. 2002

Downs Syndr. Res. Pract.

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-Infants and young children with Down syndrome can be engaging and affectionate. It seems that in the early months of life their personal relations may be relatively 'spared' the effects of limitations in their capacities for information-processing. Yet how far is this the case as development proceeds? In this paper we discuss some ways in which social and cognitive development interact and mutually influence one another over the first year or so of life, and present preliminary findings from a longitudinal study of infants with and without Down syndrome. The evidence suggests that the development of 'triadic' (person-person-world) social interactions may be affected by limited information-processing capacities in infants with Down syndrome, through a complex socially-mediated developmental trajectory.

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Instability of Performance on Cognitive Tests in Infants and Young Children With Down's Syndrome

Cited by 68 publications

References 10 publications

Teaching children with Down syndrome to read

Teaching children with Down syndrome to read

Memory and representation in young children with Down syndrome: Exploring deferred imitation and object permanence

Cognitive and social factors in the development of infants with Down syndrome

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