Comparative study of the cognitive development of the infant with down's syndrome
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Morss, John R.
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Abstract
This thesis investigates the cognitive development of the
mentally handicapped infant in comparison with that of the normal
infant. It has been claimed that the course of cognitive
development in the infant with Down's Syndrome ('mongolism') can be
explained as a 'slowed down' version of the development exhibited by
the normal infant (as described by Piaget and others). In this
thesis criticism is made of this 'slow development' theory. It is
argued that such a formulation can, at best, offer a description of
certain differences in developmental outcome (namely the delayed
emergence of critical achievements on the part of the Dawn's Syndrome
infant). It cannot explain why such differences occur. The necessity for analysis to proceed beyond a level of 'first
emergence' is demonstrated by the findings of a comparative
longitudinal study of cognitive development in the Down's Syndrome and
the normal infant. It is shown that the nature of both success and
failure on tasks relating to cognitive development is different between
the two populations. It is argued that such differences must be seen
as more fundamental than delays in outcome, and that an adequate
explanatory model must therefore concern itself with the former. A theoretical account is presented which focuses attention on the
manner in which competence is acquired, rather than on the formal
properties of such competence. It is argued that for the Down's
Syndrome infant, in contrast to the normal infant, acquisition and
change cannot be posited to take place with respect to high levels of
organisation of response. On the basis of this account, a prediction
is derived concerning the efficacy of techniques designed to enhance the performance of the Down's Syndrome infant. Evidence is
presented to show that enhancement can occur if appropriate
restructuring of task presentation is made. It is also demonstrated
that such enhancement is not exhibited by formally matched younger
normal infants, under the same conditions. This finding confirms the
view that the cognitive development of the Down's Syndrome infant must
be seen as different from the normal, rather than merely 'slower'.
General implications for both the normal and the handicapped
infant are discussed. With respect to the latter, particular
attention is paid to the role of deliberate intervention in early
development.