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The ability to recall is something that most intact adults take for granted. For much of the last century, this feature of mental life was not considered to extend to very young children. There now is evidence that 1- to 2-year-olds are able to recall specific events after delays of several months. Over the short term, 1- to 2-year-olds' recall is affected(More)
By late in the first year of life, children show temporally ordered recall of event sequences, the orders of which are constrained by enabling relations; they do not reliably recall arbitrarily ordered events. Using elicited imitation, in two experiments, we examined age- and experience-related changes in young children's recall of events, the orders of(More)
OBJECTIVES A recent patient series reported the incidental findings of improved social and language skills in 3 children with autistic spectrum disorders after the administration of secretin, a peptide hormone. However, a subsequent study did not find evidence for a drug effect. Parents are seeking treatment with secretin despite the absence of empirical(More)
BACKGROUND The origin and developmental course of stereotypic and self-injurious behaviour among individuals with developmental disabilities such as intellectual disability (ID) or pervasive development disorders such as autism is not well understood. METHOD Twelve studies designed to document the prevalence, nature, or development of stereotypic and/or(More)
Of major interest to those concerned with early mnemonic process and function is the question of whether early memories likely encoded without the benefit of language later are accessible to verbal report. In the context of a controlled laboratory study, we examined this question in children who were 16 and 20 months at the time of exposure to specific(More)
PURPOSE Directed scanning and group-item scanning both represent options for increased scanning efficiency. This investigation compared accuracy and speed of selection with preschoolers using each scanning method. The study's purpose was to describe performance characteristics of typically developing children and to provide a reliable assessment protocol to(More)
PURPOSE Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance. METHOD A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each(More)
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