Details

Autor(en) / Beteiligte

• Oppenheimer, Louis
• Rempt, Emile

Titel

Social cognitive development with moderately and severely retarded children

Ist Teil von

• Journal of applied developmental psychology, 1986-07, Vol.7 (3), p.237-249

Ort / Verlag

New York, etc: Elsevier Inc

Erscheinungsjahr

1986

Link zum Volltext

Quelle

Elsevier Journal Backfiles on ScienceDirect (DFG Nationallizenzen)

Beschreibungen/Notizen

• The purpose of this study were (a) to seek information about social cognitive development (i.e., perspective-taking, reconstruction of social event sequences, and concepts about people) with retarded children, (b) to explore the roles of chronological age (CA), and mental age (MA) in this development, and (c) to examine the effects of the etiology for the retardation (i.e., organic vs. cultural-familiar) and institutionalization versus non-institutionalization. To achieve these aims, 64 children were presented with assessment procedures to identify the childrens' developmental levels. Thirty-two children were classified as moderately retarded (mean IQ = 80.09, SD = 7.27; age range: 6.10–12.4 years, mean age = 9.7 years). This group was decomposed so that three non-overlapping age groups of 10 children each were formed (mean ages = 7.9, 9.8, and 11.6 years). The remaining 32 children were classified as severely retarded (mean IQ = 42.84, SD= 9.29; age range: 7.5–19.7 years, mean age = 12.5 years) and were divided into four groups of 8. This division was done along two dimensions. First two groups were formed consisting of children characterized as evidencing either organic or cultural-familiar etiologies for their retardation. These two groups were further subdivided into children who were and were not institutionalized. In general, the results indicated that severely retarded children evidenced significantly lower performances on the social cognitive tasks as compared to the moderately retarded children. While for the moderately retarded children CA and MA were found to be differentially related to the development of these competencies, no evidence could be found that either the causes for mental retardation, nor institutionalization affected social cognitive functioning of the severely retarded children.