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At least 937 records · Page 52Linked to original sources
PubMed1992

Maternal influences on infant hand-use during play with toys.

Infant hand-use preferences are related to mother's, but not father's, handedness. Since infants match mother's hand-use during toy play, maternal handedness can affect infant hand-use. Twenty-eight mother-infant pairs (14 left-handed and 14 right-handed infants but all right-handed mothers) were videotaped while playing with six toys on the infant's 7-, 9-, and 11-month birthdays. Play was analyzed for five kinds of hand-use biasing situations, but maternal hand-use was the dominant influence. Infant matching of maternal hand-use increased with age and right-handed infants and female infants matched maternal hand-use more frequently. Concordance of hand-use preference between mother and infant seemed to account for both the matching and the stronger preferences of the right-handed compared to the left-handed infants.

Female↗
PubMed1981

Elicited imitation in lexical development: evidence from a study of temporal reference.

This study examined the use of elicited imitation in investigating lexical development within a semantic domain. For this purpose the acquisition of reference to sequence and simultaneity by 3-5 year old children was examined. Three factors were proposed to account for the older in which lexical items within a semantic field are acquired: restrictedness of a lexical item, congruence with perceptual strategies, and conceptual simplicity. A significantly greater number of correct responses was found in sentences describing sequential events than in simultaneous events. Furthermore, imitations of sentences referring to simultaneity were more degraded than imitations of sentences referring to sequence. The children seemed to begin acquiring reference to temporally related events by learning about words describing serially ordered events. A three stage developmental model is proposed to account for the results.

Child, Preschool↗
PubMed1987

Cognitive disorders of infantile autism: a study employing the WISC, spatial relationship conceptualization, and gesture imitations.

Sixteen autistic children with WISC Performance IQs of 70 or above were analyzed to determine their conceptions of spatial relations, size comparisons, and gesture imitations through the use of the WISC, an originally devised Language Decoding Test (LDT), and a modified Gesture Imitation Test (GIT). WISC results were replicated as in previous studies. The autistic children showed an inability to acquire concepts of size comparison and spatial relationships through verbal instructions. They often gave peculiar responses (partial imitations), which seem to be related to their inability to integrate another person's body as a whole through visual input. These findings support the notion that the basic cognitive deficit is an impairment of symbolic-representational functioning, including language and body images, which results from a combination of delay and deviation of the symbolic-representational function.

Adolescent↗
PubMed1987

A natural language teaching paradigm for nonverbal autistic children.

The purpose of this study was to attempt to improve verbal language acquisition for nonverbal autistic children by manipulating traditional teaching techniques so they incorporated parameters of natural language interactions and motivational techniques. Within a multiple baseline design, treatment was conducted in a baseline condition with trials presented serially in a traditional analogue clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. Then, these variables were manipulated in the natural language teaching condition such that stimulus items were functional and varied, natural reinforcers were employed, communicative attempts were also reinforced, and trials were conducted within a natural interchange. Treatment and generalization data demonstrated that manipulation of these variables resulted in broadly generalized treatment gains. Implications for language intervention are discussed.

Autistic Disorder↗
PubMed1981

Precursors of symbol formation and childhood autism.

The salience of various precursory requirements for the formation of symbols is discussed. The conclusion is drawn that several necessary precursors could be assumed, and two experiments are described that were designed to test for the presence of these precursors in autistic children compared to matched retarded children. First, there was a study of the children's ability to imitate and form internal images, and then there was a study of their development of a concept of object permanence and ability to anticipate. These studies led to the conclusion that the autistic children could form internal images but seemed to lack the ability to manipulate them in a purposeful and meaningful manner, as reflected in their inability to show symbolic imitations and their lack of tendency to use elements of their perceptions that might allow prediction of future events. The findings are discussed in terms of cognitive and social development.

Arousal↗
PubMed1981

Object manipulation: an interactional strategy with autistic children.

The present research compared the effect of three play procedures upon the frequency and duration of object manipulation by six autistic children. The three interaction play procedures varied in the degree of similarity between the adult's and the child's performances. In procedure 1, the experimenter imitated the subject's movements with her duplicate object. In procedure 2, the experimenter performed a different movement with her duplicate object. In procedure 3, the experimenter performed a different action on a different object. The interaction procedure, in which the experimenter imitated both the material and the method of play chosen by the autistic child, resulted in greater frequency and duration of object manipulation.

Autistic Disorder↗
PubMed1981

Symbolic play in autistic, Down's, and normal children of equivalent mental age.

The study assessed free play and response to modeled symbolic play with animate toys and realistic and substitute accessories in 10 autistic children and 10 Down's syndrome and 10 normal preschooler controls. Groups were matched on Peabody Picture Vocabulary Test mental age (PPVT MA) range and Mdn (2.5 years). Autistic children played less than controls, imitated less well, and, on structured baseline trials, showed lower level play. Symbolic fluency differentiated all groups in structured play. Symbolic fluency for free and structured play was positively correlated with PPVT MA in autistic children; level of play was most highly correlated with PPVT MA in normal children. Findings suggested impaired imitative capacity and symbolic functioning in autism.

Autistic Disorder↗
PubMed1979

Measuring musical abilities of autistic children.

Three normal children with reported musical ability and three autistic children were tested for the ability to imitate individual tones and series of tones delivered by voice, piano, and synthesizer. Accuracy of imitation was judged by two independent observers on the basis of pitch, rhythm, and duration. The autistic children overall performed as well as or better than the age-matched normal children. These results are discussed and their implications for future neurological and clinical research are considered.

Adolescent↗
PubMed1978

Pantomimic representation in psychotic children.

Previous research suggests that verbal deficits among psychotic children may be paralleled by deficits in nonverbal pantomime. However, certain questions such as the level of pantomime exhibited by psychotic children, its susceptibility to modification, and its relation to other symbolic functions have not been systematically examined. To investigate these issues, 24 psychotic children were required to represent absent objects (e.g., toothbrush) via pantomime after receiving verbal instructions or instructions accompanied by a model demonstrating the pantomime. Also, measures of receptive and expressive speech, human figure drawings, and pretend play were obtained. The findings indicated very few complete failures in pantomime; higher pantomime performance when a model was provided although even in this condition most responses consisted of low-level substitutions of a body part in place of the absent object; and significant relationships between pantomime and measures of receptive vocabulary, echolalia, drawing, and play. The relationship of the findings to symbolic functioning in normal children and their relevance to understanding symbolic deficits in psychotic children are discussed.

Adolescent↗
PubMed1978

Sensorimotor functioning and communication in mute autistic children.

There were two purposes underlying this study: to describe the sensorimotor functioning of mute autistic children and to relate their sensorimotor performance to nonverbal communication. Twelve mute children, diagnosed autistic, ranging from 4 years 9 months to 12 years of age, were administered four scales of sensorimotor development from the Uzgiris and Hunt (1975) series: object permanence, gestural imitation, means for obtaining environmental events, and causality. Subjects performed most poorly on the imitation scale with 9 of 12 performing below Piaget's fifth sensorimotor stage. In contrast, performance was highest on the object permanence scale: No child scored below Stage V. Regarding the subjects' non-scales and Stage III on the imitation scale appeared to form minimal prerequisites for intentional communication in a variety of situations. Finally, none of the subjects, even those with relatively complete sensorimotor development, spontaneously used what Bates (1976) has called "protodeclarative" gestures to point out or show objects to adults. The absence of protodeclarative gestures may represent a qualitatively distinct pattern of prelinguistic development in certain autistic children.

Autistic Disorder↗