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In a replication of an earlier study, 122 prenatally drug-exposed toddlers were assessed on four cognitive scales and rated by their caregivers on socialization, communication, and daily living skills. A significant number of the sample performed below age expectancy on the cognitive scales and on at least two of the three domains rated by caregivers.
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We measured intellectual and motor function, social competence, and growth in 29 children (mean age 4 years 7 months) before liver transplantation and 1 year later. We used either the Bayley Scales, the Stanford-Binet Intelligence Scale, and the Minnesota Child Development Inventory (MCDI), Motor Age Quotient, or the Wechsler Scales, depending on the age of the child at testing. Social function was measured with the MCDI or the Child Behavior Checklist. All anthropometric measures were expressed relative to normal values for age and sex. Patients whose intellectual and motor scores were less than 80 before transplantation gained an average of 8 points, but these changes were not statistically significant, nor were the changes on these measures for the group as a whole. The development of children with onset of liver disease in the first year of life was more likely to remain delayed after transplantation. Older subjects improved significantly in social competence (p less than 0.008). There were significant increments after transplantation in weight, head circumference, and arm anthropometrics (p less than 0.0001 to 0.04), but there was no change in linear growth rate. Increments in length correlated negatively with steroid dosage, and change in head circumference was associated with age at time of transplantation (p less than 0.005 to 0.10).
The difficulty in interpreting other people's mental states found in children with autism and in people affected by schizophrenia may be explained in terms of a unique mental process called Theory of Mind. The paper discusses the main operational issues of such a peculiar aspect of social cognition, the Theory of Mind, and its implication in schizophrenia, including a review of its related neural structures. Theory of Mind abilities may be a relevant aspect of social interaction involving people affected by schizophrenia, and they need to be further investigated in clinical research.
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Infants generally begin to recognize emotional expressions after 6 months of age; some reports have even observed recognition in neonates. Emotional recognition is important for social referencing, in which infants "read" their parents' expressions to understand events. Three methods for studying how infants come to recognize emotion are described in this article: peek-a-boo, matching faces and voices, and multimodal presentation.
Children with unilateral loss have been considered to have few, if any, communication or academic difficulties. This study was designed to evaluate the academic achievement, cognitive ability, psycholinguistic, and social skills of a group of 25 monaurally hearing-impaired compared with 25 nonhearing-impaired children. Results indicated no significant differences between the two groups on cognitive or self-concept measures. However, the unilateral group had significantly lower scores on academic tests of word recognition, spelling, and language. The unilateral group was more likely to have repeated a grade, needed special education resource help, or additional tutoring in school. Within the unilateral group, children with severe-to-profound hearing loss had significantly lower WISC-R full scale I.Q.s as compared to the group with mild-to-moderate hearing loss. The results of this study suggest that monaural deafness, especially when severe to profound, may be associated with cognitive and academic deficits, as well as secondary behavioral adjustment problems.
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Relations of duration and developmental timing of poverty to children's development from birth to age 9 were examined by comparing children from families who were never poor, poor only during the child's infancy (0-3 years of age), poor only after infancy (4-9 years of age), and chronically poor. Chronically poor families provided lower quality childrearing environments, and children in these families showed lower cognitive performance and more behavior problems than did other children. Any experience of poverty was associated with less favorable family situations and child outcomes than never being poor. Being poor later tended to be more detrimental than early poverty. Mediational analyses indicated that poverty was linked to child outcomes in part through less positive parenting.
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