Development Of Self-recognition Research Articles

Video-mediated behavior in gorillas (gorilla gorilla gorilla): A stage in the development of self-recognition in a juvenile male?

The anomalous position of gorillas (Gorilla gorilla gorilla) in the capacity for self-recognition remains puzzling. The standard measure of self-recognition is Gallup's (1970) mark test that assesses an individual's ability to recognize its altered image in a mirror following the application of paint marks to visually inaccessible areas. Here, the results of a small-scale pilot study are presented, utilizing video playback through a TV monitor, to examine behavioral differences indicative of developing self-recognition. The behaviors of 4 Western lowland gorillas at Bristol Zoo, United Kingdom, were observed while watching a TV screen during 5 conditions: blank screen, white noise interference, footage of unfamiliar gorillas, self previously recorded, and self-live. Differences were predicted in the frequency of the gorillas' observed behaviors when viewing each of the conditions: specifically, that there would be more visual inspection, contingent body and facial movements, and self-exploration in the self-recorded and self-live conditions compared with the other conditions. These predictions were partially supported. No agonistic or fear responses were observed, and self-exploration was only seen in the self-live condition. During live playback, contingency-checking movements and self-exploration of the mouth were observed, particularly in the youngest gorilla, providing important video evidence of a close parallel to the mouth exploratory behavior witnessed in self-recognizing chimpanzees. On the basis of these preliminary findings of differentiated spontaneous behaviors, a tentative framework is proposed for categorizing gorillas according to levels of developing self-recognition along a continuum. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Supplemental Material for Video-Mediated Behavior in Gorillas (Gorilla gorilla gorilla): A Stage in the Development of Self-Recognition in a Juvenile Male?

Supplemental Material for Video-Mediated Behavior in Gorillas (Gorilla gorilla gorilla): A Stage in the Development of Self-Recognition in a Juvenile Male?

Effects of a mirror on young children's transgression in a gift-delay task.

While the development of self-recognition in a mirror by toddlers is well documented, less is known about how the presence of a mirror affects young children's behaviour. Here, we explored how the presence of a mirror affected 2.5- to 3.5-year-olds' behaviour in a gift-delay task. Behaviour was assessed for a five-minute test period during which children sat in front of a gift bag that was not to be touched until an experimenter returned. Transgressive behaviour by adults is reduced in the presence of a mirror, so we hypothesized that children faced with a mirror would be less likely to touch the gift than children tested without a mirror. We found that the mirror reduced transgressions in children starting from around 3years of age. We conclude that the presence of a mirror facilitated self-monitoring in 3-year-old children, such that deviations from a behavioural standard are noticed and corrected immediately. Statement of contribution What is already known on the subject? Children's self-recognition in a mirror has been well documented. Adults' behaviour can be affected by the presence of a mirror. There is a lack of research investigating how the presence of a mirror affects young children's behaviour. What does this study add? We show that the presence of a mirror decreases young children's likelihood to transgress in a gift-delay task. This effect appears to emerge at around three years of age. These findings raise interesting questions regarding the development of self-awareness and how it relates to other mechanisms.

Sociocultural Influences on the Development of Self-Recognition and Self-Regulation in Costa Rican and Mexican Toddlers

The aim of this study was to examine sociocultural influences on the development of specific sociocognitive developmental milestones. The self-recognition and self-regulation skills of 2-year-old children were assessed in two autonomous-relational cultural contexts: educated, urban, middle-class families from Costa Rica (N= 19) and Mexico (N= 15). These two cultural groups are representative of a consistent pattern of an autonomous-relational Latin American cultural model; there were no differences between the two groups in mothers’ socialization goals, maternal behavior during mother–child play, and toddlers’ self-recognition and self-regulation. As predicted by ecocultural models of development, consistent cultural models emerged: Sociodemographic factors were associated with mothers’ relative emphasis on autonomous socialization goals and lower levels of directive and didactic play. There were also significant correlations between facets of mothers’ cultural models and toddlers’ development of self-regulation, but not self-recognition. This study provides further evidence that the sociocognitive development of children’s self-regulation during the second year is dependent on the “ecological imprint” that is provided by their mothers’ cultural model. Furthermore, the same mechanisms that account for cross-cultural differences also seem to account for intracultural variation in maternal behavior and toddlers’ development.

Self-Recognition by Toddlers with Williams Syndrome

Event Abstract Back to Event Self-Recognition by Toddlers with Williams Syndrome C. H. Cashon1*, A. E. John1 and C. B. Mervis1 1 University of Louisville, Department of Psychological and Brain Sciences, United States Background and Purpose: The development of self-recognition is considered an important marker of cognitive development (Howe & Courage, 1997) and language development (Lewis & Ramsay, 2004) and may also be related to the development of empathy (Bishof-Kohler, 1988). Self-recognition is traditionally tested with the Rouge Task (Amsterdam, 1972) in which a child, after a spot of rouge was unobtrusively placed on his or her nose, is positioned in front of a mirror. Children who reach for the spot on their face instead of reaching for the spot on the mirror or not reaching at all are considered to recognize themselves. Despite eventual relative strengths in verbal short-term memory and language and a gregarious and overly friendly personality, young children with WS are delayed in their language acquisition and evidence some socio-communicative difficulties that overlap those of children with autism spectrum disorders. Children with WS also have considerable difficulty with visuospatial construction and more generally, with eye-hand coordination and fine motor skills. The present study explores selfrecognition in toddlers with WS. Because of the unusual developmental profile of children with WS, data from these children provide an important test of the universality of the relation between the development of selfrecognition and the development of symbolic (pretend) play. Method: Participants were 26 children with WS (mean chronological age = 29.85 months, range: 21.95 to 37.75 months) for selfrecognition using the Rouge Task. In addition, the children completed the Mullen Scales of Early Learning (mean = 59.19, SD = 9.54) and their parents completed the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP) Caregiver Questionnaire, which includes a measure of symbolic play. Results and Discussion: Children who passed the Rouge Task did not differ significantly from those who did not pass the Task on chronological age (29.67 months vs. 30.12 months, p = .67) or on overall Mullen Composite score ((61.80 vs. 54.91, p = .07). A Fisher’s Exact Test indicated a significant relation between success on the Rouge Task and the ability to engage in symbolic play involving “object-directed” actions (e.g., brushing a doll’s hair, feeding a teddy bear with a spoon) (Figure 1, p < .001). This finding is consistent with Lewis and Ramsay (2004)’s results for TD toddlers. Discussion: In sum, the present findings indicate that self-recognition, when tested by the Rouge Task, is delayed for children with WS. The results also suggest that selfrecognition is related to object-related symbolic play, as has been shown for TD children. Within the age range tested, chronological age and expressive vocabulary were not found to be significantly related to performance on the Rouge Task. Theoretical implications will be discussed. Conference: 12th International Professional Conference on Williams Syndrome, Garden Grove,CA, United States, 13 Jul - 14 Jul, 2008. Presentation Type: Poster Presentation Topic: SESSION 7: Social Cognition and Social Phenotype of Williams Syndrome Citation: Cashon CH, John AE and Mervis CB (2009). Self-Recognition by Toddlers with Williams Syndrome. Conference Abstract: 12th International Professional Conference on Williams Syndrome. doi: 10.3389/conf.neuro.09.2009.07.031 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 30 Apr 2009; Published Online: 30 Apr 2009. * Correspondence: C. H Cashon, University of Louisville, Department of Psychological and Brain Sciences, Louisville, United States, cara.cashon@louisville.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers C. H Cashon A. E John C. B Mervis Google C. H Cashon A. E John C. B Mervis Google Scholar C. H Cashon A. E John C. B Mervis PubMed C. H Cashon A. E John C. B Mervis Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Assessment and Instruction of Self-Recognition

school special education teacher approached the author to discuss a concern she had about a segment of her morning circle routine. During that segment, the teacher presented each child with two enlarged photographs; one was a self-photograph (of the child) and the other was a photograph of a peer. The teacher expected that each child would select the self-photograph when requested. An individualized greeting song that was highly reinforcing followed selection of the selfphotograph. Some of the children were just as likely to select the peer’s photograph as their own. The teacher was concerned that her students were not making progress in learning to recognize their own images even though the lesson was provided daily. This conversation sparked the author’s interest in the topic of self-recognition. Many teachers of children with disabilities incorporate photographs of people during the school day as part of daily schedules, choice-making, attendance, and turn-taking opportunities. They often hold the expectation that the child with disabilities will be able to discriminate the photographs of others from a self-photograph. It is important to understand the developmental sequence of self-recognition so that instruction is provided at an individually appropriate level. This article explains the development of self-recognition and provides both assessment and instructional suggestions for teachers working with students with disabilities of all ages.

Developmental Consequences of Early Parenting Experiences: Self‐Recognition and Self‐Regulation in Three Cultural Communities

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.

Absence of knowledge attribution and self-recognition in young chimpanzees (Pan troglodytes).

Mirror self-recognition in chimpanzees (Pan troglodytes) is typically delayed until 4 1/2-8 years of age. Also, species capable of mirror self-recognition may be capable of some forms of mental state attribution related to intentions and knowledge. Previous investigations of knowledge attribution by chimpanzees used adolescents and adults but did not explicitly test for self-recognition. We report an investigation of knowledge attribution in 6 young chimpanzees previously tested for self-recognition. Subjects were required to discriminate between a person who had seen where food was hidden and another person who had not. The results are consistent with the proposition that most chimpanzees younger than 4 1/2 years of age show neither mirror self-recognition nor knowledge attribution. The results are also consistent with the idea that, just as in humans, development of self-recognition in chimpanzees may precede development of knowledge attribution.

Development of self-recognition in chimpanzees (Pan troglodytes).

Development of self-recognition in chimpanzees (Pan troglodytes).

The Self-Concept: European Perspectives on its Development, Aspects, and Applications.

Introduction: Research on the Self-Concept - The State of the Art in Eastern and Western Europe.- Concepts within the Self-Concept: A Developmental Study on Differentiation.- The Development of Body Schemes in Children Aged 18-36 Months.- Development of Self-Descriptions in the Context of Play: A Longitudinal Study.- Children'S Conceptions of Selfhood and Others: Self-Other Differentiation.- Sense of Personal Continuity and Distinctiveness from Others in Childhood.- Influence of Parent-Infant Interactions on the Development of Self-Recognition.- The Relationship of the Development of Types of Self-Concept in Childhood to Personality Characteristics.- The Characteristics of Adolescents' Self-Concept.- Social Support, Achievement Evaluations, and Self-Concepts in Adolescence.- Self-Esteem and Empathy as Related to Participation in the Arts or Sports Activities.- Prosocial Behavior in Competitive Games: A Study of Gender-Differences at Primary School Age.- Development of Perceived Competence in Physically Handicapped and Non-Handicapped Children.- Contributors.

The development of self-recognition: a review.

The development of self-recognition has been studied mainly by examining infants' responses to their reflections in mirrors. The definitive test is whether or not the infant is capable of using the reflection to notice and respond to a mark on the face or head by touching the mark. The mark should be inconspicuous to the infant not looking in a mirror. In general, studies agree that this response appears in some infants around 15 months of age and is shown by a majority of infants by 24 months of age. There is less agreement over the existence of a "withdrawal" component in the second year, or the presence of a "social" phase analogous to the reaction of many animals confronted with a mirror. Infants as young as 3 months are differentially responsive to a self-reflection and a live peer. Various "self-conscious" reactions and self-labelling may also indicate self-recognition in the second year, but their validity is not well established. Studies using videotapes of the self and others show that contingency of movement is a salient cue which is learned early, and that attempts to engage in contingent play and to imitate representations of oneself are useful measures of early self-recognition. The validity of the response of turning to look at an object first seen in a mirror as a sign of self-recognition is questioned. The age at which self-recognition in still pictures first appears is less clear. Verbal comprehension of self-relevant labels appears earlier than active self-labelling. A few studies have addressed the question of cognitive correlates of self-recognition, but a variety of behaviors that imply self-awareness and the corresponding ability to impute mental states to others remains to be studied in relation to self-recognition. Continued research into self-recognition and associated abilities in nonhuman primates enhances the overall understanding of the development of self-awareness.

Thymus dependency of neonatal tolerance induction in the absence of detectable suppressor cells

Neonatal thymectomy prevents tolerance induction with bovine serum albumin (BSA) in Wistar Furth (WF) rats whose thymus-derived (T) cell deficit is reconstituted with adult nonadherent peripheral blood lymphocytes (PBL). Sham-thymectomized (STx) rats given PBL become tolerant. To establish whether the adult T cells become tolerant in STx rats, their carrier-reactivity was studied in a cooperative immune response following challenge with methylated BSA (mBSA). The results indicate that carrier-reactive cells, derived from PBL, do become tolerant of BSA in the presence, but not in the absence, of the thymus. To determine whether thymic function during tolerance induction is mediated by suppressor T cells, attempts were made to replace the thymus with various populations of thymocytes or lymphoid cells from neonatal or adult normal rats or neonatal BSA-injected rats. No cell population tried could substitute for the thymus during tolerance induction. In addition, it was found that BSA-tolerant rats with intact thymi do not contain either nonspecific suppressor cells whose activity can be boosted with mBSA or specific suppressor activity demonstrable on transfer to normal rats. Timed thymectomy experiments showed that the thymus is required for more than 2, but less than 5 to 7 days after tolerogen injection for significant tolerance induction. These results imply that the thymus itself is necessary for tolerance induction in a peripheral T-cell population and that its effect is not mediated by suppressor cells. It is suggested that peripheral T helper cells may periodically recirculate through the thymus, at least in young rats, and become tolerant of antigen complexed with Ia antigens in the thymic epithelium. Such a mechanism may be of great importance in the development of self-recognition.

Development of self-recognition in the infant.

A hypothesized five-stage developmental sequence of self-recognition behaviors was tested in 48 infants between 6 and 24 months of age, and the self-recognition sequence was compared to the development of object permanence. The predicted self-recognition sequence consisted of five tasks that the infants performed in front of the mirror, with later-developing tasks requiring the coordination of a larger number of behaviors relating to the infant's mirror image than earlier-developing tasks. The development of object permanence was assessed with the Uzgiris-Hunt scale, and the object-permanence items were assigned to stages that structurally paralleled the five stages of self-recognition. The self-recognition tasks formed an almost perfect Guttman scale, with 46 out of 48 infants fitting the predicted developmental sequence precisely. This finding thus resolves most of the disagreements in previous research on the development of self-recognit ion: Previous studies examined different behaviors, which develop at distinct stages in the sequence. Object permanence and self-recognition showed a strong correlation, but there was no consistent relationship between the two skills across age groups.

Development of self-recognition in the infant.

Development of self-recognition in the infant.

Development of self recognition.

Development of self recognition.