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PubMed1978

A study of object concept development in institutionalized and home-reared infants.

Institution- and home-reared infants were tested in five areas: language development, object concept development, play, social responsiveness, and social maturity. The sample consisted of 104 infants ranging in age from six months to two years, thus broadly encompassing object concept stages 3 to 6 described by Piaget. The relationship of each of the five functions to IQ and background was examined. This paper describes the specific nature of the object concept function as reflected by the investigation. It was found statistically that object concept scores, as measured by Piagetian tests, were relatively unaffected by the background variable but were significantly related to IQ. The other measures were sensitive to both IQ and background variables. The fact that the object concept score was relatively independent of the background variable suggested that it represents the most stable developing function and provides the most accurate reflection of the cognitive potential of the infant.

Child Development↗
PubMed1980

[Analysis of quantitative information obtained in a field study of affective privation in institutionalized children under 3 years of age].

The aim of this paper is to demonstrate, with the aid of reliable numerical methods, the incidence of the variable, lack of mothering care, in an experimental group (GE) of 94 children under three years of age who had suffered, at least once, separation from mother and had lived for a while in a institution for young children. GE was compared with a control group (GC) of 79 children of similar age and socio-economic status who had never suffered separation from mother. The present paper was based on field research carried out by Julia Ferrari de Prieto in the Refugio Maternal (RM), an institution for young children located in a pediatric hospital in Buenos Aires. From the data gathered, comprising specimen observation, interviews, and results of Brunet and Lezine's Development Test for young children, the AA selected quantitative information--quotient of development (CD)--to make a computational program that proved the following: a) that GC, with a mean CD of 101.61 was really a random sample from a population of children under three years old who had received non-interrupted mothering care; b) that in all the experimental group (GET) the weight of the variable lack of mothering care was found to be very strong, and represented a development shortfall of about 20%; c) that the GET was really a non-homogeneous sample from which was set apart a small sub-group called experimental segregated group (GES) characterized by the short span spent in the RM and whose mean CD of 97.11 was comparatively high; d) that, however, GES was different from GC (Chi-squared test proved the non-dependency of GES and GC samples with a level of significance of 0.05); e) that, therefore, the variable, time when mothering care was lacking was one of very strong weight, even if the period spent in RM was a very short one (7 days for children of age over three months, and 30 days for children of age under three months, at the time of their arrival at the RM). The AA are now carring out an analysis of GES, to be published in a forthcoming paper, in view of the special characteristics of this small group.

Age Factors↗
PubMed1980

Contrasting adaptive behavior ratings of male and female institutionalized residents across two settings.

Twenty-two mentally retarded male and 22 retarded female residents from a state institution in central Ohio were compared on Adaptive Behavior Scale, Part Two, ratings across two settings (cottage and classroom). A multivariate analysis of variance did not reveal an overall interaction of sex and setting nor an overall effect for sex differences. Results did indicate a significant overall effect for setting. Significant differences were found in the following domains: Rebellious Behavior, Stereotyped Behavior and Odd Mannerisms, Unacceptable Vocal Habits, Hyperactive Tendencies, and Psychological Tendencies. Higher scores (negative direction) were noted in the classroom setting.

Adaptation, Psychological↗