The development of visual self-recognition in infancy : cross-sectional and longitudinal samples

Thesis (M.Sc.)--Memorial University of Newfoundland, 2001. Psychology Bibliography: leaves 61-68. In the past, mark-directed behavior in the rouge task, using one's name or personal pronouns, identifying one's photo image, and being able to locate an object that has been reflected in a mir...

Full description

Bibliographic Details
Main Author: Edison, Shannon C.,1977-
Other Authors: Memorial University of Newfoundland. Dept. of Psychology
Format: Thesis
Language:English
Published: 2001
Subjects:
Online Access:http://collections.mun.ca/cdm/ref/collection/theses4/id/164245
id ftmemorialunivdc:oai:collections.mun.ca:theses4/164245
record_format openpolar
spelling ftmemorialunivdc:oai:collections.mun.ca:theses4/164245 2023-05-15T17:23:34+02:00 The development of visual self-recognition in infancy : cross-sectional and longitudinal samples Edison, Shannon C.,1977- Memorial University of Newfoundland. Dept. of Psychology 2001 vi, 80 leaves Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses4/id/164245 Eng eng Electronic Theses and Dissertations (11.74 MB) -- http://collections.mun.ca/PDFs/theses/Edison_ShannonC.pdf a1541829 http://collections.mun.ca/cdm/ref/collection/theses4/id/164245 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Self-perception in infants--Testing Self-perception in children--Testing Text Electronic thesis or dissertation 2001 ftmemorialunivdc 2015-08-06T19:22:43Z Thesis (M.Sc.)--Memorial University of Newfoundland, 2001. Psychology Bibliography: leaves 61-68. In the past, mark-directed behavior in the rouge task, using one's name or personal pronouns, identifying one's photo image, and being able to locate an object that has been reflected in a mirror have been seen as components of self-knowledge. In the present study, tasks measuring these abilities were given to a cross-sectional group consisting of 90 children (on one occasion) ranging in age from 15 to 23 months of age. An additional longitudinal group consisting of 10 children was given the same tasks bi-weekly between the age of 15 and 23 months of age. Results indicate: (1) these abilities develop independently and that, developmentally, children recognize their mirror image before they begin using personal pronouns, which occurs before children are able to recognize their photo image, (2) the ability to locate an object reflected in a mirror does not fit into this developmental scale, (3) neither knowledge of the reflective properties of mirrors nor the amount of exposure to mirrors has an influence on the development of mirror self-recognition, (4) there appears to be a sudden spurt in the development of mirror self-recognition at 17 months of age and photo self-recognition at 22 months of age, but the development of the use of personal pronouns appears to develop in a linear pattern, (5) there does not appear to be a clear pattern of development in the ability to locate an object reflected in a mirror. Comparison of data from the longitudinal and cross-sectional groups revealed that (6) practice effects were apparent among the longitudinal group for the mirror self-recognition, photo, and toy tasks, but not for the development of the use of personal pronouns and (7) there was also a great deal of between and within variability in the development of each skill measured. Finally, no gender effects were present among any measures in the present study. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI)
institution Open Polar
collection Memorial University of Newfoundland: Digital Archives Initiative (DAI)
op_collection_id ftmemorialunivdc
language English
topic Self-perception in infants--Testing
Self-perception in children--Testing
spellingShingle Self-perception in infants--Testing
Self-perception in children--Testing
Edison, Shannon C.,1977-
The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
topic_facet Self-perception in infants--Testing
Self-perception in children--Testing
description Thesis (M.Sc.)--Memorial University of Newfoundland, 2001. Psychology Bibliography: leaves 61-68. In the past, mark-directed behavior in the rouge task, using one's name or personal pronouns, identifying one's photo image, and being able to locate an object that has been reflected in a mirror have been seen as components of self-knowledge. In the present study, tasks measuring these abilities were given to a cross-sectional group consisting of 90 children (on one occasion) ranging in age from 15 to 23 months of age. An additional longitudinal group consisting of 10 children was given the same tasks bi-weekly between the age of 15 and 23 months of age. Results indicate: (1) these abilities develop independently and that, developmentally, children recognize their mirror image before they begin using personal pronouns, which occurs before children are able to recognize their photo image, (2) the ability to locate an object reflected in a mirror does not fit into this developmental scale, (3) neither knowledge of the reflective properties of mirrors nor the amount of exposure to mirrors has an influence on the development of mirror self-recognition, (4) there appears to be a sudden spurt in the development of mirror self-recognition at 17 months of age and photo self-recognition at 22 months of age, but the development of the use of personal pronouns appears to develop in a linear pattern, (5) there does not appear to be a clear pattern of development in the ability to locate an object reflected in a mirror. Comparison of data from the longitudinal and cross-sectional groups revealed that (6) practice effects were apparent among the longitudinal group for the mirror self-recognition, photo, and toy tasks, but not for the development of the use of personal pronouns and (7) there was also a great deal of between and within variability in the development of each skill measured. Finally, no gender effects were present among any measures in the present study.
author2 Memorial University of Newfoundland. Dept. of Psychology
format Thesis
author Edison, Shannon C.,1977-
author_facet Edison, Shannon C.,1977-
author_sort Edison, Shannon C.,1977-
title The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
title_short The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
title_full The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
title_fullStr The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
title_full_unstemmed The development of visual self-recognition in infancy : cross-sectional and longitudinal samples
title_sort development of visual self-recognition in infancy : cross-sectional and longitudinal samples
publishDate 2001
url http://collections.mun.ca/cdm/ref/collection/theses4/id/164245
genre Newfoundland studies
University of Newfoundland
genre_facet Newfoundland studies
University of Newfoundland
op_source Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
op_relation Electronic Theses and Dissertations
(11.74 MB) -- http://collections.mun.ca/PDFs/theses/Edison_ShannonC.pdf
a1541829
http://collections.mun.ca/cdm/ref/collection/theses4/id/164245
op_rights The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
_version_ 1766113344339574784