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Biomedical subjects

C B Kopp

Publications and source records attributed to C B Kopp.

17 recordsLinked to original sources
PubMed1992

Social skills and their correlates: preschoolers with developmental delays.

Fifteen preschool-age children with mild mental retardation (developmental delays) from mainstreamed schools were observed during two structured play sessions with matched peers without mental retardation. Children with developmental delays spent more time alone and when they played, showed less social play. The two groups did not differ on communication behaviors that maintained play or in negative affect; however, the children with developmental delays evidenced more disruptive entry, more regressive behaviors, and less positive affect. Families were interviewed concerning their attitudes about, and teaching of, social skills. For the children without mental retardation, level of social play was positively related to the family's teaching and the child's communication abilities. For the children with delays, social play related to developmental age and communication ability but not to family teaching.

Child, Preschool↗
PubMed1989

Risk in infancy. Origins and implications.

This article focuses on biological risks that can adversely influence development during infancy and later. In the first part of the article, the origins of risks and their potential consequences are discussed relative to prepregnancy, prenatal, perinatal, and postnatal periods. Epidemiological data are presented. The second part of the article addresses issues pertaining to assessment of infant development and interventions provided for infants whose development may be in jeopardy. Finally, goals for prevention are highlighted and the need for a nationally derived data base on risk and outcomes is emphasized.

Brain Damage, Chronic↗
PubMed1985

A note on interdisciplinary research in developmental/behavioral pediatrics/psychology.

In sum, we have offered a few observations about the practice of interdisciplinary research. Now, in addition to our rather specific suggestions, we want to add a few general comments about the interactions of professionals who are actually involved in interdisciplinary research. Collaboration between physicians and psychologists can be enriching, stimulating, and rewarding. But it can also be problematic, because the former do not have much exposure to research and the latter do not have much exposure to clinical issues. Bringing these skills together may require many hours of discussion and reading each other's publications. Overall, physicians need to improve their research skills. Reading statistics texts, taking courses, handling data sets, reviewing other researchers' statistical designs are all reasonable strategies. Psychologists also need to expand their knowledge base. Reading the clinical literature is a start, but this ought to be supplemented by consistent exposure to the clinical milieu. The physician, who has access to the clinical milieu, needs to be sensitive to the question of exposure. Our final comments about collaboration are perhaps the most sensitive ones. The maintenance of a solid physician and psychologist research collaboration requires thoughtfulness, understanding, tact, and nurturance. Consider the status and responsibilities of the physician. He or she often outranks the psychologist, has access to the subject population, daily confronts ethical issues surrounding patient diagnoses, and controls communication of information to child and family. A sense of being in charge develops. Consequently, the psychologist may be perceived as being an adjunct to the research, responsible for day-to-day operations and committing ideas to paper.(ABSTRACT TRUNCATED AT 250 WORDS)

Child↗
PubMed1984

The emergence and consolidation of self-control from eighteen to thirty months of age: normative trends and individual differences.

This study is a descriptive report of the capability to exercise self-control in very young children. 2 aspects of self-control were assessed (delay/response inhibition in the presence of an attractive stimulus and compliance with maternal directives in a cleanup task) for 72 children between the ages of 18 and 30 months. The results indicated that both aspects of self-control show age-related increases. However, a factor analysis of the behaviors observed in the cleanup task suggested that compliance could not be adequately described with a unitary, bipolar dimension (noncompliance vs. compliance). 2 patterns of non-compliance were observed, and 1 of these also increased with age. Cross-task consistency for the delay measures) and coherence across the 2 aspects of self-control showed a positive relationship with increasing age. Finally, correlational analyses of the self-control measures and developmental test data showed that individual differences in self-control were associated with differences in cognitive-developmental status (DA). The results are interpreted as evidence that the achievement of self-control can be considered as a major developmental accomplishment and as evidence that individual differences in self-control emerge and are consolidated during the second and third years of life.

Child Behavior↗
PubMed1983

The developmentalist and the study of biological risk: a view of the past with an eye toward the future.

This paper has 2 goals: to review the history of the developmental study of infants and children at biological risk and to appraise the current state of the art. The scope of the review is from 1920 to the present and emphasizes the role of developmentalists. 4 research phases are identified, each reflecting aspects of the social, political, health, and psychological zeitgeist. First, from 1920 to World War II, research was primarily "catalog" and had diverse themes; however, several issues were raised that continue to have relevance. Second, during the postwar years, research often focused on the cognitive and emotional residuals of handicaps, particularly cerebral palsy and poliomyelitis. Third, the 1960s marked the funding of major seminal longitudinal investigations of perinatal risk factors, and studies of very young infants "at risk." And fourth, in the last and current period, technological advances of the 1970s first applied to research with normally developing children were then extended to at-risk groups and revolutionized the methods of studying risk. Finally, we suggest that, although a considerable amount of information has been obtained about developmental phenomena subsequent to biological risk, our research literature is fragmented and difficult to synthesize. We conclude by offering strategies to foster research and the integration of knowledge.

Cerebral Palsy↗
PubMed1983

The effects of developmental delay on sustained attention in young children.

The development of developmentally delayed young children is similar to that of normal children in sequence and organization. The hypothesis of this research was that delayed children do differ from the norm when tasks involve discerning nuances, balancing competing stimuli, or acquiring and retaining selected information. Using a videotaped free-play situation, we examined attention deployment behaviors of 3 groups: normally developing (ND), Down syndrome (DS), and developmentally delayed with uncertain etiology (UE). Gesell DQ scores ranged from 50 to 75 in the latter 2 samples. In Study 1, infants had developmental ages of 12-24 months. The UE subjects spent less time engaged with toys than ND or DS subjects, and both delayed groups had less simultaneous appraisal of the environment, more time unoccupied in any way, and more throwing behavior than the ND group. In Study 2, at the 22-30-month developmental age range, DS and UE subjects had patterns of play that included many primitive activities such as banging and mouthing. Taken together, the results show reductions in ongoing acquisition and elaboration of information during play; these in turn may have significant developmental ramifications.

Attention↗
PubMed1983

Strategy production by young Down syndrome children.

A sample of young Down syndrome children was compared with three nonretarded samples, one equated for developmental age, one for language age, and one for ability to delay touching an attractive but prohibited stimulus. Results indicated that Down syndrome children were significantly less able to delay touching than were nonretarded children of similar developmental or language level; in addition, several kinds of within-task strategy behavior were identified that facilitated performance of the nonretarded children. These included turning attention, verbal and nonverbal, away from the stimulus. Implications for assessment were discussed, as were ramifications for the question of "developmental vs. difference" conceptualizations of mental retardation.

Child Development↗
PubMed1982

Sustained attention during exploratory manipulation as a predictor of cognitive competence in preterm infants.

Recent reviews of research on individual differences in cognitive status during infancy have led to the conclusion that early test performances do not predict later IQ in any clinically useful way. These conclusions seem to be true for both normal children and for children born at developmental risk. In order to test an alternative strategy in prediction of later cognitive status from infant behavioral performance, 76 preterm infants were assessed with respect to differences in sustained attention when they were 8 months old. Scores on this measure were entered into a performance on 4 test scores at 2 years of age. The measure of sustained attention proved to contribute significantly to the prediction of later status on the Bayley Mental Scale and on the Gesell schedules. These sustained-attention scores were not significantly predictive of the scores on a Piagetian-based cognitive test, or on a assessment of receptive language. Subsequent analyses of these data for each gender separately revealed that increments in prediction were found for males only. The results are discussed in terms of current information-processing approaches to the study of stability of individual differences in cognitive functioning.

Attention↗
PubMed1976

A neurologic comparison of pre-term and full-term infants at term conceptional age.

There are currently no neurologic examinations designed for pre-term infants with sufficient data to determine neurologic deviance at various gestational or conceptional ages (gestational age plus age from birth). In this study a neurologic examination standardized for full-term newborn infants was administered to 97 full-term newborn infants was administered to 97 full-term newborn infants and 97 pre-term infants at their expected date of birth, 40 weeks' conceptional age. The pre-term infants had more weak responses than did the full-term infants despite being at a higher level of activity state throughout the examination. The pre-term infants also had more asymmetric responses. There was no correlation between gestational age and the incidence of weak responses in the pre-term infants, but the pre-term infants of lowest birth weight at all gestational ages had the greatest number of weak responses. The latter may be because pregnancy and neonatal problems contribute more to the neurologic findings than does the length of gestation.

Age Factors↗
PubMed1975

Neurological organization and visual fixation in infants at 40 weeks conceptional age.

Neurological organization and visual fixation were found to be unrelated in a group of premature infants tested at their term date. These results are discrepant with those obtained with a sample of full term infants. Separate comparisons made of the neurological and fixation data revealed one significant group difference from the fixation data; all other analyses were nonsignificant. The discrepant findings may have occurred because prematures are subject to developmental disparities in the regulation of arousal, neuromuscular, and visual systems due to differential impact of preterm extrauterine life.

Arousal↗
PubMed1975

Task characteristics and a stage 6 sensorimotor problem.

A previously demonstrated high rate of failure on a Stage 6 sensorimotor means-end problem, of children otherwise inferred to be in Stage 6 development, prompted a study of task characteristics of the problem. A component part of the task was modified by introducing an additional visual cue; the purpose of the problem was unchanged. Results indicated that problem solving was facilitated in the transformed condition, with older subjects performing somewhat better than younger subjects. The authors suggest that cognitive requirements of the problem, as representative of Stage 6 sensorimotor development, remained the same in the original or transformed condition. The modification appeared to permit children to focus their attention on the requirements of the problem, so that a greater number of children demonstrated mental representation. Task characteristics of sensorimotor problems need to be investigated further.

Age Factors↗