Mental age and cognitive stage in young handicapped and at-risk children

Seibert, Jeffrey M.; Hogan, Anne; Mundy, Peter

doi:10.1016/0160-2896(84)90003-5

Cited by 20 publications

(10 citation statements)

References 17 publications

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“…Data from a number of different laboratories have led to similar conclusions (Comgan, 1983;Fischer & Silvern, 1985;McCall, 1983;Seibert, Hogan, & Mundy, 1984;Uzgiris, 1976). Based on longitudinal assessments with standardized tests, McCall, Eichorn, and Hogarty (1977) found these rapid changes at 2 -4 months, 7-8 months, 12-13 months, and 18-21 months in human infants.…”

Section: Synaptogenesis and Sensorimotor Developmentmentioning

confidence: 67%

Relations between Brain and Cognitive Development

Fischer¹

1987

Child Development

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FISCHER, KURTW.Relations between Brain and Cognitive Development. CHILD DEVELOPMENT, 1987, 58, 623-632. Goldman-Rakic reports important new data on cortical development in rhesus monkeys. Some of her findings, especially concurrent cortical synaptogenesis, may be related to cognitive capacities that develop in infancy. The developmental pattern of concurrent synaptogenesis in rhesus is consistent with a straightforward model of relations between brain and cognitive development: Concurrent synaptogenesis is hypothesized to lay the primary cortical foundation for a series of developmental levels in middle infancy that have been empirically documented in both human and rhesus infants. Other general brain changes, especially in the electroencephalogram, also seem to correlate with these levels, as well as with other levels that develop at other periods. In the simplest form of the model, these several factors all show synchronous developmental discontinuities at the time of emergence of a level. Specific research methods are available for specifying when discontinuities occur in development of both brain and behavior.

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Section: Synaptogenesis and Sensorimotor Developmentmentioning

confidence: 67%

Relations between Brain and Cognitive Development

Fischer¹

1987

Child Development

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“…Those children with MAs above 19 months comprised the higher MA subgroup and those with MAs below 20 months were in the lower MA subgroup. These discrete groupings were based on theory and data that suggest that an important development shift in cognitive, social, and communication skills is often manifest in children with normal and atypical development at about 20 months MA (McCall, Eichorn, & Horgarty, 1977;Seibert et al, 1984). The chronological age, MA, and IQ characteristics of these subsamples can be seen in Table 1.…”

Section: Subjectsmentioning

confidence: 99%

“…Moreover, the types of behaviors used in nonverbal communication skills, including joint attention skills, vary with the developmental status of children (Seibert et al, 1982). For example, younger children may only use eye contact to establish joint attention, whereas older children may use conventional gestures such as pointing and showing (Seibert et al, 1982;Seibert, Hogan, & Mundy, 1984). Together, these observations suggest that the type of nonver-bal social behavior disturbance displayed by children with autism, such as eye contact versus conventional gestures, may vary as a function of their developmental status.…”

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confidence: 99%

Joint attention, developmental level, and symptom presentation in autism

1994

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Recent data suggest that a disturbance in the development of joint attention skills is a specific characteristic of young autistic children. This observation may have both theoretical and clinical significance. However, many pertinent issues remain to be addressed with regard to the parameters of joint attention disturbance in children with autism. This study attempted to address several of these issues. The study examines the effects of mental age and IQ on the joint attention skills of children with autism, mental retardation, and normal development. The study also examined the relation of joint attention behaviors to the parent's report of symptoms presented by children with autism. The results suggested that, differences in IQ and mental age may be related to differences in the type of joint attention skill deficits displayed by children with autism. The results also suggested that joint attention disturbance is associated with a circumscribed, but social cluster of symptoms observed among young autistic children by their parents. The implications of these findings for developmental models of autism are discussed.

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“…IJA and IBR behaviours were further classified as low or high following the guidelines in the manual (Mundy et al 2003). Low behaviours (e.g., alternating gaze between an object and the experimenter) are those that typically emerge earlier in development (Bakeman and Adamson 1984, Seibert et al 1984, Mundy et al 1994. High behaviours reflect more developmentally advanced actions (e.g., pointing to a distal object while making eye contact with the experimenter).…”

Section: Escsmentioning

confidence: 99%