Relation of Infants' Performance on Piaget Scales between Twelve and Twenty-Four Months and Their Stanford-Binet Performance at Thirty-One Months

Wachs, Theodore D.

doi:10.2307/1128399

Cited by 33 publications

(3 citation statements)

References 9 publications

(10 reference statements)

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“…In a review of psychological tests of early cognitive ability, Francis et al (1987) described the Bayley Scales as "unrivalled at determining a child's developmental status in relation to its age-mates". Only a few studies suggest that either test has any great predictive validity (e.g.. Wachs, 1975;Siegel, 1981), but it is generally accepted that each has both concurrent and construct validity -that is, that they reliably measure in a single testing session whether a child has or has not reached important stages in early cognitive development.…”

Section: Discussionmentioning

confidence: 99%

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

Wishart

Duffy

1990

Brit J of Edu Psychol

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Stability of cognitive performance in assessment situations was investigated in a group of 18 children with Down's Syndrome (DS) aged 6 months to 4 years. Two widely used tests of early cognitive development were presented: the Mental Scale of the Bayley Scales of Infant Development and a series of Piagetian object concept tasks. Both sets of tasks were presented in the same testing session, with testing repeated one to two weeks later. Both qualitative and quantitative aspects of performance were recorded. Even when overall scores were similar, patterns of pass/fails were very different in the two testing sessions. Successes showed poor stability over sessions with fails often occurring by default, the result of a refusal to engage fully in a particular task. This pattern of results suggests: (1) that single-session testing may not adequately assess cognitive status in DS children; (2) that the relationship between performance and competence may be unstable in such children, and (3) that "slow development" theories may not adequately describe cognitive development in young children with DS.

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Section: Discussionmentioning

confidence: 99%

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

Wishart

Duffy

1990

Brit J of Edu Psychol

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“…It is a foundation of human consciousness, underlying early concepts of space, time, and causality. Development of the object concept is also implicated in sub sequent cognitive development, for example in the acquisition of relational words [Wachs, 1975; Farrar, 1984, 1986], It is perhaps redundant to include the modifier 'stable' in referring to the develop …”

mentioning

confidence: 99%

A Life Span Approach to Object Permanence

Subbotskii¹

1991

Human Development

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The development of the concept of object permanence is traced in infants, children, and adults. In infancy, this development takes the form of a gradual change in understanding of objects’ identity parameters – the cues that, if altered, lead to a sense that the object’s identity has changed. Studies are reviewed which suggest that by 2 years of age, children have a full understanding of the identity parameters of physical objects. Among older children and adults, the development of object permanence has been studied in two respects – (a) studies of pathological distortions in the understanding of permanence parameters, and (b) studies of the conditions under which notions of object permanence can be destroyed. Attention is focused on the second line of studies, particularly those in which the phenomenon of an object’s nonpermanence is demonstrated to preschoolers and to adults. Under two conditions, children and adults alike evidence belief that an object can spontaneously turn into something else, that a physical object can be created ‘from nothing’, and that a physical object can disappear. These results suggest that the concept of object permanence, even in the case of physical objects, is not attained in some final form by the age of 2.

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“…Hallock, Ting, Dempsey, Dabiri and Shuman (1978). Wachs, (1975). Wachs, Uzgiris and Hunt (1971), the developmental measures selected for this study included the Bayley Infant Mental Developmental Index (Bayley, 1969), and the more conceptual Piagetian-based Uzgiris-Hunt Ordinal Scales of Psychological Development .…”

Section: Instrumentsmentioning

confidence: 99%

The effects of an interdisciplinary infant stimulation—parent education intervention program upon infant development

Derevensky¹,

Wasser-Kastner²

1984

Infant Ment. Health J.

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An eight month infant‐stimulation/parent‐education program was presented to mother‐child dyads participating in one of three types of classes: a structured twenty‐two session group, an unstructured twenty‐two session group, or a structured eleven session group. Infants (2–15 months) in all intervention groups as well as those from a control group were tested three times (pre‐test, mid‐test, post‐test) during the course of the program using the Bayley Mental Test of Infant Development and the Uzgiris‐Hunt Ordinal Scales of Psychological Development. Results tend to indicate that the intervention strategy was an effective method of parent education in enhancing infant gains on developmental indices. The results are discussed in relation to a preventative psychotherapeutic model.

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Relation of Infants' Performance on Piaget Scales between Twelve and Twenty-Four Months and Their Stanford-Binet Performance at Thirty-One Months

Cited by 33 publications

References 9 publications

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

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

A Life Span Approach to Object Permanence

The effects of an interdisciplinary infant stimulation—parent education intervention program upon infant development

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