Self-Representation in Language and Play: Observations of Blind Children

Fraiberg, Selma; Adelson, Edna

doi:10.1080/21674086.1973.11926648

Cited by 82 publications

(41 citation statements)

References 2 publications

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“…Fraiberg and Adelson (1975) found that blind children often exhibit echolalic speech, similar to that exhibited by autistic children, and suggest that this may be linked to a delay in the development of self-awareness. They found that the use of the words I and you emerged when the blind child began symbolically representing himor herself in imaginative play.…”

mentioning

confidence: 82%

Self-recognition in autistic children

Dawson

McKissick

1984

J Autism Dev Disord

132

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The hypothesis that the autistic child's impairment in social relatedness stems in part from underlying deficits in self-recognition was explored. Fifteen autistic children ranging from 4 to 6 years of age were assessed for visual self-recognition ability, as well as for skills in two cognitive areas that are believed to be related to the development of self-recognition--object permanence and gestural imitation. It was found that 13 of 15 autistic children showed evidence of self-recognition. The two autistic children who lacked self-recognition were the only two children to perform poorly on the object permanence tasks, which suggests that these two cognitive domains may be closely linked in development. In contrast, there appeared to be no consistent relationship between motor imitation ability and self-recognition. It was concluded that the autistic child's social deficits are not due to a basic lack of differentiation between self and other.

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mentioning

confidence: 82%

Self-recognition in autistic children

Dawson

McKissick

1984

J Autism Dev Disord

132

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“…Candidate factors here include congenital blindness and profound or severe prelingual deafness. Hobson (1990) cites a number of studies drawing attention to the relatively high incidence of autistic-like symptoms in children who are congenitally blind, or who are partially blind and partially deaf (see especially Fraiberg & Adelson, 1977). More critically, there is evidence that prelingually deaf (sighted) children experience difficulties with theory of mind tasks.…”

Section: Introductionmentioning

confidence: 99%

The Development of Theory of Mind in Deaf Children

Russell

Hosie

Gray

et al. 1998

Child Psychology Psychiatry

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Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities.

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“…But if so, then we should expect congenitally blind children to experience profound difficulty in learning the personal pronouns. Although some researchers have reported considerable delay in the productive use of personal pronouns (Fraiberg & Abelson, 1973= 1977, more recent research has uncovered essentially normal development (Perez-Pereira, 1999). Do we have to conclude from this that the referent for the personal pronouns in the congenitally blind child is the person's body?…”

Section: Discussionmentioning

confidence: 99%