Self-recognition in profoundly retarded males

Pechacek, Terry F.; Bell, Keith F.; Cleland, Charles C.; Baum, Carlos; Boyle, M.

doi:10.3758/bf03334360

Cited by 13 publications

(6 citation statements)

References 3 publications

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“…Results obtained are in accord with those reported by Pechacek et al (1973): The institutionalized PMR males studied were incapable of recognizing their mirrored and photographic images as operationally assessed. Similar results were obtained in a French "field study" in which 15 female retardates (MA .75 to 3.33) demonstrated equivocal reactions when placed in front of a mirror (Shentoub, SouIairac, & Rustin, 1955).…”

Section: Discussionsupporting

confidence: 81%

“…Table I reports pertinent subject data. No significant differences were found between group means on any of the variables; neither group differed appreciably from the Pechacek et al (1973) groups, with the exception that both present groups had substantially longer histories of institutionalization.…”

Section: Methods Subjectsmentioning

confidence: 68%

“…These researchers employed a paradigm developed by Gallup (1970) for assessing mirror recognition of self among adolescent, feral chimpanzees. Briefly, the Pechacek et al (1973) main exper-. iment entailed pre-and posttesting as follows : A red dye marker was applied to the foreheads of sleeping subjects; after the subjects were awakened, they were individually exposed to a full-length mirror; if a subject brushed at the marker, this betrayed "self-recognition."…”

mentioning

confidence: 99%

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Self-recognition among institutionalized profoundly retarded males: A replication

Harris

1977

Bull. Psychon. Soc.

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Section: Discussionsupporting

confidence: 81%

Section: Methods Subjectsmentioning

confidence: 68%

mentioning

confidence: 99%

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Self-recognition among institutionalized profoundly retarded males: A replication

Harris

1977

Bull. Psychon. Soc.

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“…The result of the mirror task of the visual aspects of the concept of self was consistent with the development stage model, with self-recognition dependent upon mental age, suggested by previous studies of children of average intellectual ability (Amsterdam, 1972;Schulman & Kaplowitz, 1977;Lewis & Brooks-Gunn, 1979) and populations with learning difficulties, whether diagnosed as autistic (Neuman & Hill, 1978;Ferrari & Matthews, 1983;Dawson & McKissick, 1984;Baron-Cohen, 1985) or not (Mans et al, 1978;Pechacek et al, 1973;Harris, 1977). This suggestion is supported by the finding from this study that the only person who definitely failed to recognize himself had the lowest non-verbal mental age of the sample.…”

Section: Discussionsupporting

confidence: 88%

Social cognition and impaired social interaction in people with severe learning difficulties*

Clare¹,

Clements²

1990

J intellect Disabil Res

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ABSTRACT. Social skills training has focused on ‘performance’ or overt behaviour, rather than on the other components of successful social functioning: motivation and goals, analysis of social information, and performance feedback, Some basic aspects of this ‘analysis’ or ‘social cognition’ component were compared in a preliminary study of 25 teenagers and young adults with severe learning difficulties, whose social interaction was categorized as either ‘impaired’ or ‘appropriate’. As predicted from the literature on autistic children, there were no differences between the groups on tasks involving recognition of the visual aspects of the concept of self or perceptual role‐taking. It is suggested thai social impairments do not reflect social cognitive abilities which are‘lower level’(i.e. can be solved on the basis of information available to the senses). Contrary to expectations, on the four individual tasks of affective role‐taking, which is ‘higher level’, since it requires inferences to be made about the inner emotional state of another person, the differences between the groups were not significant. However, the results were in the predicted direction, and when scores on the tasks were combined, the overall performance of the socially impaired group was significantly poorer (P<0.05). It is suggested that the results from this aspect of social cognition might be attributed either to methodological difficulties or to differences between autistic children and the present sample. The clinical implications of the findings of the study are discussed.

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“…The PMR, whose intelligence quotients are 19 or below (Grossman, 1977), have been described as both "a-cultural and a-historic" (sic) (MacAndrew & Edgerton, 1964, p. 312). Speech is almost universally absent (Cleland, 1979), as is self-recognition (Harris, 1977;Pachacek, Cleland, & Bell, 1973). Due to the tremendous burden the PMR present, most are institutionalized at an early age and remain so until death.…”

Section: Rationale For Subject Selection and Descriptive Characteristicsmentioning

confidence: 99%

Mortality and important events: Another look

Rago

Mason

Cleland

1981

Bull. Psychon. Soc.

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The "death dip/death rise" hypothesis in relation to important life events was reexamined using conventional and Schulz and Bazerman's (1980) methodological refinements_ We studied 463 profoundly mentally retarded (PMR) (mean IQ = 7) who died in Texas institutions. By using a sample in which psychological variables were unlikely to effect timing of death, we found no evidence for the "death dip/death rise" phenomenon for Christmas, Thanksgiving, date of institutionalization, or birthdays. Had a significant "death dip/death rise" effect occurred in our sample, then some endogenous rhythm would have been a compelling hypothesis. That such did not occur effectively refutes physiological variables. Overall, our results fail to support the validity of death dip and death rise phenomena.

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Self-recognition in profoundly retarded males

Cited by 13 publications

References 3 publications

Self-recognition among institutionalized profoundly retarded males: A replication

Self-recognition among institutionalized profoundly retarded males: A replication

Social cognition and impaired social interaction in people with severe learning difficulties*

Mortality and important events: Another look

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