Social cognitive development with moderately and severely retarded children

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