Mirrow reactions of Down's syndrome infants and toddlers: cognitive underpinnings of self-recognition.

To examine the developmental significance of mirrow self-recognition in early childhood, a cross-sectional study with 55 Down's syndrome children was conducted. When their image is altered by rouge on the nose, normal infants by 22 months indicate self-recognition by touching their noses while looking in the mirror. Only a small percentage of Down's syndrome children touched their noses by this age, confirming the expected lag in this development. However, those young Down's syndrome infants with near-normal development quotient did manifest the reaction. In general, when developmental age was equated, the Down's syndrome children showed parallel development to normal children.     

Developmental priority of identity conservation: acceleration of identity and equivalence in normal and moderately retarded children

In an attempt to clarify the chronological relationship between identity and equivalence conservation, normal preschool-aged children (experiment 1) were exposed to brief videotape demonstrations of a model conserving identity and equivalence, identity only, equivalence only, or neither. Subsequent performances indicate that identity was easier to accelerate than equivalence, and training in both identity and equivalence appeared to be most effective in accelerating conservation. Trainable mentally retarded (TMR) children were then exposed to either the identity-equivalence-conserving or control model (experiment 2). This population, which some have argued remains at a preoperational level of functioning, was more likely to conserve identity than equivalence. In addition, conservation in the training group increased following training, though these gains were not maintained over a 3-week retention interval.     

Sex-related differences in response to practice on a visual-spatial test and generalization to a related test

93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.     

Perforation of Nonlocal Visco- Plastic Plates by a Cylindrical Projectile

This paper is concerned with the analysis of the problem of dynamic perforation of visco-plastic plates by a cylindrical projectile, leading to a failure of the plate by a plug formation. Assuming the behavior of the plate material is nonlocal visco-plastic, the classical theory of visco-plasticity for Bingham solids is generalized to take the non-local effects into consideration. The target plate being thin, it is assumed that only the contributions of vertical shearing stress need be taken into account. The effect of the impact is represented by a uniform velocity distribution over a circular region of the plate surface. The expressions of velocity, strain rate and shear stress are obtained and some particular cases are discussed. Some numerical results concerning stress distributions are also included.     

The Fourier theorem

It has been tacitly understood that Fourier's representation theorem applies only to a very restricted class of functions. On the contrary, by adopting an appropriate algebraic viewpoint, it is explained in this article how the theorem can be readily extended to include all (non-pathological) functions.     

Perceptual training of height and brightness seriation in kindergarten children.

A study of seriation was conducted from the perspective of Gibson's theory of perceptual development. Kindergarten children who evidenced little seriation of height or brightness were assigned to either 1 of 3 perceptual training conditions or to a fourth, control condition. Training consisted of nonreinforced same-different judgments to wooden dowels varying in height, or in brightness, or simultaneously in height and brightness. The theoretical rationale for this training was that it would facilitate perception of the stimulus dimension(s) on which the dowels differed. It was found that perceptual training did facilitate seriation, particularly if both the height and brightness dimensions varied simultaneously in training.