Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read.... more Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read. However, the literature shows conflicting results. Using an associative learning theory framework, the present study examined the influence of child and letter characteristics on LNK in French-speaking children. Children aged 3 to 5-6 years were asked to name the 26 letters of the alphabet printed in uppercase (Study 1) or printed or cursive lowercase (Study 2). Several effects on their naming scores were tested: gender, letters in the first name, letter frequency in print, letter rank in the alphabet, shape similarity between letter cases, and phonological effects related to letter name type. Learning to name uppercase letters relied primarily on knowledge of the personal name letters, whereas learning to name lowercase letters relied heavily on the similarity in shape of these letters to their uppercase counterparts (or for cursive letters, to their lowercase printed analogs). Practice or Policy: Some practical consequences are drawn from the associative learning perspective, such as pairing uppercase and lowercase letters with their name and sound at the same time. In addition, grouping letters according to their shape stability through their case may be an advantageous strategy for teaching letter names. Letter name knowledge (LNK) in young children has been of interest to psychologists for over 50 years
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
HAL (Le Centre pour la Communication Scientifique Directe), Jan 18, 2017
Cette etude s’inscrit dans le champ des recherches sur le developpement sociocognitif des enfants... more Cette etude s’inscrit dans le champ des recherches sur le developpement sociocognitif des enfants deficients intellectuels porteurs d’une trisomie 21 (T21). Elle porte sur les liens entre les representations d’attachement et le comportement social avec les pairs, ainsi que sur les liens entre les representations d’attachement et l’attribution d’intentions dans des situations de provocation ou l’intention du personnage qui cause le dommage est ambigue.
HAL (Le Centre pour la Communication Scientifique Directe), 1985
Cet ouvrage opere un renversement de la theorie piagetienne, et s'attache a demontrer que la ... more Cet ouvrage opere un renversement de la theorie piagetienne, et s'attache a demontrer que la presence de representation precede l'imitation et s'efforce de delimiter la specificite de ses representations.
International Journal of Child-Computer Interaction, Dec 1, 2022
In order to design age-appropriate digital games, it is necessary to make better use of our exist... more In order to design age-appropriate digital games, it is necessary to make better use of our existing knowledge about learning processes and adopt a true developmental perspective, as the impact of digital games can vary depending on the evolution of the child's cognitive resources with age. The present study compared the impact of digital games that primarily elicit either explicit or implicit learning processes on the acquisition of uppercase letter names in preschoolers aged 3 to 5 years. During a 6-week play session, 144 children were invited to play with implicit or explicit learning-based games run on digital tablets at school individually during their free periods. Their knowledge of letter names, as well as that of the control group, was assessed before and after the play session. The results revealed that the implicit games were more effective than the explicit games and the control condition at ages 3 and 4. In contrast, the 5-year-olds' knowledge of uppercase letter names improved the most with the explicit games when compared to the control group. Most importantly, this study illustrates the interest of studying the effectiveness of digital games by considering the cognitive processes they mobilize and the learner's level of development.
The present study examines the temporal features of overt and covert actions as a function of nor... more The present study examines the temporal features of overt and covert actions as a function of normal aging. In the first experiment, we tested three motor tasks (walking, sit-stand-sit, arm pointing) that did not imply any particular spatiotemporal constraints, and we compared the duration of their overt and covert execution in three different groups of age (mean ages: 22.5, 66.2 and 73.4 years). We found that the ability of generating motor images did not differentiate elderly subjects from young subjects. Precisely, regarding overt and covert durations, subjects presented similarities for the walking and pointing tasks and dissimilarities for the stand-sit-stand task. Furthermore, the timing variability of imagined movements was always greater compared to actual movements and was of the same amount in the three groups of age. In the second experiment, we investigated the effect of age (three groups with mean ages: 22, 64.8 and 73.2 years) upon temporal characteristics of covert and overt movements involving strong spatiotemporal constraints (speed/accuracy trade-off paradigm). During overt execution young and elderly subjects respected Fitts's law despite the fact that movement speed progressively decreased with age. Thus, while execution is deteriorated, the motor preparation process is still intact in old age, and follows well-known laws of biological motions. For covert execution, movement speed progressively decreased with age but elderly subjects did not respect Fitts's law. This suggests that the generation and control of motor intentions that consciously do not come to execution, particularly those concerning complex motor actions are progressively perturbed in the aging brain.
International Journal of Child-Computer Interaction
In order to design age-appropriate digital games, it is necessary to make better use of our exist... more In order to design age-appropriate digital games, it is necessary to make better use of our existing knowledge about learning processes and adopt a true developmental perspective, as the impact of digital games can vary depending on the evolution of the child's cognitive resources with age. The present study compared the impact of digital games that primarily elicit either explicit or implicit learning processes on the acquisition of uppercase letter names in preschoolers aged 3 to 5 years. During a 6-week play session, 144 children were invited to play with implicit or explicit learning-based games run on digital tablets at school individually during their free periods. Their knowledge of letter names, as well as that of the control group, was assessed before and after the play session. The results revealed that the implicit games were more effective than the explicit games and the control condition at ages 3 and 4. In contrast, the 5-year-olds' knowledge of uppercase letter names improved the most with the explicit games when compared to the control group. Most importantly, this study illustrates the interest of studying the effectiveness of digital games by considering the cognitive processes they mobilize and the learner's level of development.
Reading is increasingly taking place on digital media, which are vectors of attentional disruptio... more Reading is increasingly taking place on digital media, which are vectors of attentional disruption. This manuscript aims to characterize attentional disruption during reading on a computer screen in an ecological environment. To this end, we collected information relating to reader interruptions (number, type, duration, position, mental effort, and valence) and self-caught mind wandering (occurrence, position) throughout the reading session for high and low media multitaskers in their own specific ecological environment, at home. Comprehension of the narrative text was assessed both with surface and inferential questions. In total, 74 participants (M = 22.16, SD = 2.35) took part in the experiment. They reported attentional disruptions on average every 4 mins during reading. Moreover, there were more attentional disruptions during the first half of the text. Most interruptions were short and little mental effort was required to process them. We made a distinction between mediarelated and media-unrelated related interruptions. Multiple linear regression analyses showed that media-unrelated interruptions were actually related to better performance for both inferential and surface level questions. Furthermore, media-related interruptions were more frequent for high than low media multitaskers. Pleasure experienced when reading the text was also a significant predictor of comprehension. The results are discussed with regard to Long-Term Working Memory and strategies that the readers could have implemented to recover the thread of their reading.
HAL (Le Centre pour la Communication Scientifique Directe), 1992
La plupart des grands psychologues se sont interroges sur l'âge de la reconnaissance de soi d... more La plupart des grands psychologues se sont interroges sur l'âge de la reconnaissance de soi dans le miroir, et ont recueillis de tres nombreuses observations naturalistes. Depuis quelques annees, ce probleme a fait l'objet de diverses recherches experimentales qui ouvrent de nouvelles perspectives sur la maniere d'apprehender ce theme. On trouvera dans cet ouvrage une selection de recherches experimentales et une presentation de points de vue theoriques qui nous ont paru le mieux illustrer les conceptions actuelles des psychologues sur ce theme.
Le développement de l'image de soi chez l'enfant de 3 à Il ans Reconnaissance du visage dans un m... more Le développement de l'image de soi chez l'enfant de 3 à Il ans Reconnaissance du visage dans un miroir déformant*
Benzodiazepines (BZ) are known for their anxiolytic and sedative as well as their amnesic effects... more Benzodiazepines (BZ) are known for their anxiolytic and sedative as well as their amnesic effects. Classically the anxiolytic effects are observed for doses lower than those required for sedative effects. We investigated in mice the dose range at which we could obtain the amnesic effects. Anxiolytic effects were studied in a conflict model I. Sedative effects were estimated both with
Cet article presente un point de vue sur le probleme de l'adolescence et de la "crise&qu... more Cet article presente un point de vue sur le probleme de l'adolescence et de la "crise" qui s’y rapporte : crise d'identite, c'est-a-dire de definition de soi-meme, des autres, du "monde" en general. Il est courant de caracteriser a certaines etapes l'adolescent comme influencable ou dependant par rapport aux situations externes tant sur la plan cognitif que sur celui de son identite. L’article fournit egalement une breve illustration experimentale de la maniere dont l’identite de soi est soumise a des transformations entre 12 et 15 ans. Ces transformations proviennent selon nous de processus generaux de developpement semblables a ceux qui interviennent dans le developpement cognitif. Nous avons etudie l’evolution de l’image de soi en ayant recours a un miroir deformant qui permet d’obtenir des grossissements et amincissements du visage. Parvenir a se definir, a se situer parmi les autres, constitue un "probleme" auquel l'individu se confronte plusieurs fois dans sa vie. Mais il est evident que cette crise d'identite prend a l'adolescence une ampleur plus considerable, due probablement a l'experience nouvelle d'un plus grand pouvoir d'action sur les autres et sur le monde en general.
Este trabajo se enfoca en el desarrollo de actividades bimanuales para la resolución de problemas... more Este trabajo se enfoca en el desarrollo de actividades bimanuales para la resolución de problemas en niños bebes de 37 a 68 semanas. El análisis de los datos se llevó a cabo desde unidades de acción, por un lado, y desde los procedimientos de resolución, por el otro. Los resultados resaltan una secuencia de desarrollo original de actividades bimanuales. En primer lugar, es el paso de la conducta exploratoria a las tuberías (con una mano o ambas manos juntas) con una sola función, luego una distribución de la tarea entre las dos manos que realizan funciones diferentes, pero fijo. Posteriormente las funciones se vuelven intercambiables para finalmente ser compuestas en secuencias diversificadas. En la primera parte, las concepciones de bimanualidad se examinan críticamente y particularmente con respecto al lenguaje, la neuropsicología y el desarrollo cognitivo.IP 1106-10-042-88;IP 1106-10-011-91IP 1106-10-042-88.Introducción -- Conceptions du développement -- Conceptions dela bimanualité -- Problematique -- Resultats -- Pour une conceptualisation de l’activité bimanuelle en termes de procédures à partir du modèle de Mounoud -- Conlusions;[Anexo 1]: Dossier - Debate Revista Colombiana de Psicología No. 5-6 1997. Centro de Investigaciones y estudios avanzados en Psicología, cognición y cultura. Presentación -- La argumentación en el niño de edad preescolar [Articulo] / Luci Banks-Leite -- Comentario sobre el articulo: La argumentación en el niño de edad preescolar [Articulo] / Miralba Correa. -- Razonamiento lógico -matemático en contextos socioculturales [Articulo] / Analúcia Schliemann -- Comentario sobre el articulo: Razonamiento lógico-matemático en contextos socioculturales [Articulo] / Mariela Orozco -- Los procedimientos en el sensoriomotor: un abordaje desde la bimanualidad [Articulo] / Rebeca Puche Navarro -- Comentario sobre el articulo: Los procedimientos en el sensoriomotor. un abordaje desde la bimanualidad. El desarrollo ya no es como antes [Articulo] / María Cristina TorradoTh. psychol. Genève, 1994 ; FPE 214. - ;Tesis/disertación : Tesis de doctorad
Attributing the creation of new features to categorization requirements implies that the exemplar... more Attributing the creation of new features to categorization requirements implies that the exemplars displayed are correctly assigned to their category. This constraint limits the scope of Schyns et al.'s proposal to supervised learning. We present data suggesting that this constraint is unwarranted and we argue that feature creation is better thought of as a byproduct of the attentional, on-line processing of incoming information.
Research in Developmental Disabilities, Nov 1, 2021
BACKGROUND Research data documenting a high risk of insecure and disorganized attachment among ch... more BACKGROUND Research data documenting a high risk of insecure and disorganized attachment among children with intellectual disability (ID) in infancy and early childhood raises the question of mutual influences between ID and attachment in later childhood. AIMS The objectives of the present study were to examine attachment among school-age children with ID and whether attachment varies according to level of intellectual functioning, adaptative functioning, and presence of a genetic syndrome (i.e. Down syndrome). METHODS Attachment among 54 children with ID aged 8-12 years (30 with Down Syndrome, 24 with non-specific ID) was assessed using the Attachment Story Completion Task, and compared with that of 108 typically developing children, 54 of the same chronological age and 54 of the same mental age. OUTCOMES Results show (1) less security among children with ID than among same-age controls (2) more disorganization among children with ID compared to the two control groups, (3) a link between attachment disorganization and level of adaptive functioning among children with ID and (4) no difference in attachment between children with DS and children with non-specific ID. CONCLUSIONS Children with ID remain vulnerable to disorganization during late childhood. More research is needed to understand the factors underlying disorganized attachment representations.
Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read.... more Research Findings: Letter name knowledge (LNK) is essential for a good start in learning to read. However, the literature shows conflicting results. Using an associative learning theory framework, the present study examined the influence of child and letter characteristics on LNK in French-speaking children. Children aged 3 to 5-6 years were asked to name the 26 letters of the alphabet printed in uppercase (Study 1) or printed or cursive lowercase (Study 2). Several effects on their naming scores were tested: gender, letters in the first name, letter frequency in print, letter rank in the alphabet, shape similarity between letter cases, and phonological effects related to letter name type. Learning to name uppercase letters relied primarily on knowledge of the personal name letters, whereas learning to name lowercase letters relied heavily on the similarity in shape of these letters to their uppercase counterparts (or for cursive letters, to their lowercase printed analogs). Practice or Policy: Some practical consequences are drawn from the associative learning perspective, such as pairing uppercase and lowercase letters with their name and sound at the same time. In addition, grouping letters according to their shape stability through their case may be an advantageous strategy for teaching letter names. Letter name knowledge (LNK) in young children has been of interest to psychologists for over 50 years
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
HAL (Le Centre pour la Communication Scientifique Directe), Jan 18, 2017
Cette etude s’inscrit dans le champ des recherches sur le developpement sociocognitif des enfants... more Cette etude s’inscrit dans le champ des recherches sur le developpement sociocognitif des enfants deficients intellectuels porteurs d’une trisomie 21 (T21). Elle porte sur les liens entre les representations d’attachement et le comportement social avec les pairs, ainsi que sur les liens entre les representations d’attachement et l’attribution d’intentions dans des situations de provocation ou l’intention du personnage qui cause le dommage est ambigue.
HAL (Le Centre pour la Communication Scientifique Directe), 1985
Cet ouvrage opere un renversement de la theorie piagetienne, et s'attache a demontrer que la ... more Cet ouvrage opere un renversement de la theorie piagetienne, et s'attache a demontrer que la presence de representation precede l'imitation et s'efforce de delimiter la specificite de ses representations.
International Journal of Child-Computer Interaction, Dec 1, 2022
In order to design age-appropriate digital games, it is necessary to make better use of our exist... more In order to design age-appropriate digital games, it is necessary to make better use of our existing knowledge about learning processes and adopt a true developmental perspective, as the impact of digital games can vary depending on the evolution of the child's cognitive resources with age. The present study compared the impact of digital games that primarily elicit either explicit or implicit learning processes on the acquisition of uppercase letter names in preschoolers aged 3 to 5 years. During a 6-week play session, 144 children were invited to play with implicit or explicit learning-based games run on digital tablets at school individually during their free periods. Their knowledge of letter names, as well as that of the control group, was assessed before and after the play session. The results revealed that the implicit games were more effective than the explicit games and the control condition at ages 3 and 4. In contrast, the 5-year-olds' knowledge of uppercase letter names improved the most with the explicit games when compared to the control group. Most importantly, this study illustrates the interest of studying the effectiveness of digital games by considering the cognitive processes they mobilize and the learner's level of development.
The present study examines the temporal features of overt and covert actions as a function of nor... more The present study examines the temporal features of overt and covert actions as a function of normal aging. In the first experiment, we tested three motor tasks (walking, sit-stand-sit, arm pointing) that did not imply any particular spatiotemporal constraints, and we compared the duration of their overt and covert execution in three different groups of age (mean ages: 22.5, 66.2 and 73.4 years). We found that the ability of generating motor images did not differentiate elderly subjects from young subjects. Precisely, regarding overt and covert durations, subjects presented similarities for the walking and pointing tasks and dissimilarities for the stand-sit-stand task. Furthermore, the timing variability of imagined movements was always greater compared to actual movements and was of the same amount in the three groups of age. In the second experiment, we investigated the effect of age (three groups with mean ages: 22, 64.8 and 73.2 years) upon temporal characteristics of covert and overt movements involving strong spatiotemporal constraints (speed/accuracy trade-off paradigm). During overt execution young and elderly subjects respected Fitts's law despite the fact that movement speed progressively decreased with age. Thus, while execution is deteriorated, the motor preparation process is still intact in old age, and follows well-known laws of biological motions. For covert execution, movement speed progressively decreased with age but elderly subjects did not respect Fitts's law. This suggests that the generation and control of motor intentions that consciously do not come to execution, particularly those concerning complex motor actions are progressively perturbed in the aging brain.
International Journal of Child-Computer Interaction
In order to design age-appropriate digital games, it is necessary to make better use of our exist... more In order to design age-appropriate digital games, it is necessary to make better use of our existing knowledge about learning processes and adopt a true developmental perspective, as the impact of digital games can vary depending on the evolution of the child's cognitive resources with age. The present study compared the impact of digital games that primarily elicit either explicit or implicit learning processes on the acquisition of uppercase letter names in preschoolers aged 3 to 5 years. During a 6-week play session, 144 children were invited to play with implicit or explicit learning-based games run on digital tablets at school individually during their free periods. Their knowledge of letter names, as well as that of the control group, was assessed before and after the play session. The results revealed that the implicit games were more effective than the explicit games and the control condition at ages 3 and 4. In contrast, the 5-year-olds' knowledge of uppercase letter names improved the most with the explicit games when compared to the control group. Most importantly, this study illustrates the interest of studying the effectiveness of digital games by considering the cognitive processes they mobilize and the learner's level of development.
Reading is increasingly taking place on digital media, which are vectors of attentional disruptio... more Reading is increasingly taking place on digital media, which are vectors of attentional disruption. This manuscript aims to characterize attentional disruption during reading on a computer screen in an ecological environment. To this end, we collected information relating to reader interruptions (number, type, duration, position, mental effort, and valence) and self-caught mind wandering (occurrence, position) throughout the reading session for high and low media multitaskers in their own specific ecological environment, at home. Comprehension of the narrative text was assessed both with surface and inferential questions. In total, 74 participants (M = 22.16, SD = 2.35) took part in the experiment. They reported attentional disruptions on average every 4 mins during reading. Moreover, there were more attentional disruptions during the first half of the text. Most interruptions were short and little mental effort was required to process them. We made a distinction between mediarelated and media-unrelated related interruptions. Multiple linear regression analyses showed that media-unrelated interruptions were actually related to better performance for both inferential and surface level questions. Furthermore, media-related interruptions were more frequent for high than low media multitaskers. Pleasure experienced when reading the text was also a significant predictor of comprehension. The results are discussed with regard to Long-Term Working Memory and strategies that the readers could have implemented to recover the thread of their reading.
HAL (Le Centre pour la Communication Scientifique Directe), 1992
La plupart des grands psychologues se sont interroges sur l'âge de la reconnaissance de soi d... more La plupart des grands psychologues se sont interroges sur l'âge de la reconnaissance de soi dans le miroir, et ont recueillis de tres nombreuses observations naturalistes. Depuis quelques annees, ce probleme a fait l'objet de diverses recherches experimentales qui ouvrent de nouvelles perspectives sur la maniere d'apprehender ce theme. On trouvera dans cet ouvrage une selection de recherches experimentales et une presentation de points de vue theoriques qui nous ont paru le mieux illustrer les conceptions actuelles des psychologues sur ce theme.
Le développement de l'image de soi chez l'enfant de 3 à Il ans Reconnaissance du visage dans un m... more Le développement de l'image de soi chez l'enfant de 3 à Il ans Reconnaissance du visage dans un miroir déformant*
Benzodiazepines (BZ) are known for their anxiolytic and sedative as well as their amnesic effects... more Benzodiazepines (BZ) are known for their anxiolytic and sedative as well as their amnesic effects. Classically the anxiolytic effects are observed for doses lower than those required for sedative effects. We investigated in mice the dose range at which we could obtain the amnesic effects. Anxiolytic effects were studied in a conflict model I. Sedative effects were estimated both with
Cet article presente un point de vue sur le probleme de l'adolescence et de la "crise&qu... more Cet article presente un point de vue sur le probleme de l'adolescence et de la "crise" qui s’y rapporte : crise d'identite, c'est-a-dire de definition de soi-meme, des autres, du "monde" en general. Il est courant de caracteriser a certaines etapes l'adolescent comme influencable ou dependant par rapport aux situations externes tant sur la plan cognitif que sur celui de son identite. L’article fournit egalement une breve illustration experimentale de la maniere dont l’identite de soi est soumise a des transformations entre 12 et 15 ans. Ces transformations proviennent selon nous de processus generaux de developpement semblables a ceux qui interviennent dans le developpement cognitif. Nous avons etudie l’evolution de l’image de soi en ayant recours a un miroir deformant qui permet d’obtenir des grossissements et amincissements du visage. Parvenir a se definir, a se situer parmi les autres, constitue un "probleme" auquel l'individu se confronte plusieurs fois dans sa vie. Mais il est evident que cette crise d'identite prend a l'adolescence une ampleur plus considerable, due probablement a l'experience nouvelle d'un plus grand pouvoir d'action sur les autres et sur le monde en general.
Este trabajo se enfoca en el desarrollo de actividades bimanuales para la resolución de problemas... more Este trabajo se enfoca en el desarrollo de actividades bimanuales para la resolución de problemas en niños bebes de 37 a 68 semanas. El análisis de los datos se llevó a cabo desde unidades de acción, por un lado, y desde los procedimientos de resolución, por el otro. Los resultados resaltan una secuencia de desarrollo original de actividades bimanuales. En primer lugar, es el paso de la conducta exploratoria a las tuberías (con una mano o ambas manos juntas) con una sola función, luego una distribución de la tarea entre las dos manos que realizan funciones diferentes, pero fijo. Posteriormente las funciones se vuelven intercambiables para finalmente ser compuestas en secuencias diversificadas. En la primera parte, las concepciones de bimanualidad se examinan críticamente y particularmente con respecto al lenguaje, la neuropsicología y el desarrollo cognitivo.IP 1106-10-042-88;IP 1106-10-011-91IP 1106-10-042-88.Introducción -- Conceptions du développement -- Conceptions dela bimanualité -- Problematique -- Resultats -- Pour une conceptualisation de l’activité bimanuelle en termes de procédures à partir du modèle de Mounoud -- Conlusions;[Anexo 1]: Dossier - Debate Revista Colombiana de Psicología No. 5-6 1997. Centro de Investigaciones y estudios avanzados en Psicología, cognición y cultura. Presentación -- La argumentación en el niño de edad preescolar [Articulo] / Luci Banks-Leite -- Comentario sobre el articulo: La argumentación en el niño de edad preescolar [Articulo] / Miralba Correa. -- Razonamiento lógico -matemático en contextos socioculturales [Articulo] / Analúcia Schliemann -- Comentario sobre el articulo: Razonamiento lógico-matemático en contextos socioculturales [Articulo] / Mariela Orozco -- Los procedimientos en el sensoriomotor: un abordaje desde la bimanualidad [Articulo] / Rebeca Puche Navarro -- Comentario sobre el articulo: Los procedimientos en el sensoriomotor. un abordaje desde la bimanualidad. El desarrollo ya no es como antes [Articulo] / María Cristina TorradoTh. psychol. Genève, 1994 ; FPE 214. - ;Tesis/disertación : Tesis de doctorad
Attributing the creation of new features to categorization requirements implies that the exemplar... more Attributing the creation of new features to categorization requirements implies that the exemplars displayed are correctly assigned to their category. This constraint limits the scope of Schyns et al.'s proposal to supervised learning. We present data suggesting that this constraint is unwarranted and we argue that feature creation is better thought of as a byproduct of the attentional, on-line processing of incoming information.
Research in Developmental Disabilities, Nov 1, 2021
BACKGROUND Research data documenting a high risk of insecure and disorganized attachment among ch... more BACKGROUND Research data documenting a high risk of insecure and disorganized attachment among children with intellectual disability (ID) in infancy and early childhood raises the question of mutual influences between ID and attachment in later childhood. AIMS The objectives of the present study were to examine attachment among school-age children with ID and whether attachment varies according to level of intellectual functioning, adaptative functioning, and presence of a genetic syndrome (i.e. Down syndrome). METHODS Attachment among 54 children with ID aged 8-12 years (30 with Down Syndrome, 24 with non-specific ID) was assessed using the Attachment Story Completion Task, and compared with that of 108 typically developing children, 54 of the same chronological age and 54 of the same mental age. OUTCOMES Results show (1) less security among children with ID than among same-age controls (2) more disorganization among children with ID compared to the two control groups, (3) a link between attachment disorganization and level of adaptive functioning among children with ID and (4) no difference in attachment between children with DS and children with non-specific ID. CONCLUSIONS Children with ID remain vulnerable to disorganization during late childhood. More research is needed to understand the factors underlying disorganized attachment representations.
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