Differences in Cognitive Functioning of Retarded Children and Retarded Autistic Children: A Response to Ahmad Baker

1981 ◽  
Vol 47 (6) ◽  
pp. 406-411 ◽  
Author(s):  
Paul T. Sindelar ◽  
C. Julius Meisel ◽  
Mary Jane Buy ◽  
Edward S. Klein
Keyword(s):  
Language Development ◽  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Intelligence Tests ◽  
Autistic Children ◽  
Mentally Retarded Children

Baker (1979), in arguing that not all autistic children are normally intelligent, also implied that the cognitive functioning of autistic and mentally retarded children was the same. The research reviewed in this paper challenges the validity of this implication. Differences between the two groups have been demonstrated in subtest profiles from standardized intelligence tests; the use of syntax and interrelatedness in facilitating recall; and language rules. Taken together, these lines of research suggest that there is a cognitive deficit unique to autism that is manifested in impaired language development and use of abstraction.

scholarly journals An Islet of Ability in Autistic Children: A Research Note

2017 ◽  
Author(s):  
Amitta Shah ◽  
Uta Frith
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Spatial Abilities ◽  
Research Note ◽  
Autistic Children ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Better Than

An aspect of cognitive functioning in autistic children was investigated by comparing their performance on the Children's Embedded Figures Test with that of MA-matched normal and MA-and CA-matched mentally retarded non-autistic children. The autistic children were significantly more competent at this task than either group of control children, and also showed qualitatively different strategies. Since the performance of the autistic children was better than predicted from MA and commensurate with CA, it can be regarded as an islet of ability. This finding is discussed in terms of orientation and visualization factors involved in visuo-spatial abilities and is also related to cognitive deficit.

Cognitive Functioning of Psychotic Children: A Reappraisal

1979 ◽  
Vol 45 (5) ◽  
pp. 344-348 ◽  
Author(s):  
Ahmad M. Baker
Keyword(s):  
Cognitive Functioning ◽  
Empirical Investigation ◽  
Mentally Retarded ◽  
Cognitive Level ◽  
Relevant Research ◽  
Intelligence Level ◽  
Theoretical Assumptions ◽  
Mentally Retarded Children

A discussion of the relative cognitive functioning of psychotic children is presented in terms of previous research and theoretical assumptions. The premise that psychotic children possess normal innate intelligence is challenged by the emergence of recent research dealing with measurement and stability of psychotic children's cognitive level. An analysis of recent and relevant research suggests that psychotic children do not differ from mentally retarded children in terms of cognitive functioning. It is proposed, therefore, that a reappraisal be made of the existing assumptions about psychotic children's intelligence level and that those assumptions be modified in order to make them congruent with empirical investigation.

Symbolic Play and Early Language Development in Normal and Mentally Retarded Children

1983 ◽  
Vol 26 (3) ◽  
pp. 404-411 ◽  
Author(s):  
Michael W. Casby ◽  
Kenneth F. Ruder
Keyword(s):  
Language Development ◽  
Mentally Retarded ◽  
Symbolic Play ◽  
Stage I ◽  
Early Language ◽  
High Positive Correlation ◽  
Object Condition ◽  
Early Language Development ◽  
Strong Correlate ◽  
Mentally Retarded Children

This study investigated the relationship of early language development and symbolic play behaviors in normal and mentally retarded children. Piaget' type IIA symbolic play, the ability to represent one object with another, was assessed by employing an object stimulus gradient. Forty children served as subjects: 20 normal and 20 trainable mentally retarded youngsters, 10 each at MLU Stage Pre-I and MLU Stage I. The results of a three-way ANOVA revealed significant main effects of MLU Stage and object condition and a significant interaction of MLU by object condition. The MLU Stage Pre-I children demonstrated significantly more restricted symbolic play than did the MLU Stage I children regardless of developmental status. A Pearson product-moment correlation between MLU and mean symbolic play score showed a high positive correlation between the two variables. Symbolic play which involves the use of one object to represent another was found to be a strong correlate of early language development.

Developmental Transformational Capacity of Children with Down's Syndrome

1976 ◽  
Vol 43 (3) ◽  
pp. 967-973 ◽  
Author(s):  
Wenda L. Gordan ◽  
John M. Panagos
Keyword(s):  
Language Development ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Slow Motion ◽  
Mentally Retarded ◽  
Normal Children ◽  
Sentence Repetition ◽  
Mentally Retarded Children ◽  
Reduced Rate ◽  
Repetition Task

This study examined the generative-transformational capacities of two groups of children with Down's Syndrome with mean mental ages of 3,6 yr. and 4,6 yr. respectively. A sentence repetition task was used to assess their knowledge of selected transformational sentence types (simple-active-affirmative-declarative, question, negative, passive and negative-passive). There were significant effects of groups and sentence types but a nonsignificant interaction of groups × sentence types. These results were taken as support for Lenneberg's “slow motion” hypothesis of language development in mentally retarded children. Children with Down's Syndrome appear to follow the same patterns of grammatical acquisition as normal children but at a reduced rate associated with the severity of their retardation.

Comparison of Columbia Mental Maturity Scale, Peabody Picture Vocabulary Test, and Slosson Intelligence Test with Mentally Retarded Children

1974 ◽  
Vol 34 (2) ◽  
pp. 367-370 ◽  
Author(s):  
D. Lamont Johnson ◽  
Martin M. Shinedling
Keyword(s):  
Mentally Retarded ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
The Other ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Mental Maturity ◽  
Mentally Retarded Children

This study investigated the relationships among the Columbia, Peabody, and Slosson. The Slosson showed signs of becoming a legitimate substitute for the other intelligence tests, while the Columbia yielded erratic results for the mentally retarded Ss tested in this study.

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