Genie Wiley, The "Feral Child"
Genie Wiley, The "Feral Child"
The young girl seen in this 1970 photo is Genie Wiley of California, otherwise known as the "feral child," barely able to walk at age 13.
For her entire life, her father had abused her viciously, keeping her in a makeshift straitjacket and tying her to a children's toilet in a locked room all day. When she made any sound or did anything he didn't like, he'd growl and bare his teeth at her like a dog.
Under such brutal conditions, Wiley never learned how to walk or speak. When this creepy photo was taken at a hospital just after she was rescued, her life inside a series of abusive institutions was only beginning. Her whereabouts today are unknown.
Genie (born 1957) is the pseudonym of an American feral child who was a victim of severe abuse, neglect, and social isolation. Her circumstances are prominently recorded in the annals of linguistics and abnormal child psychology. When she was approximately 20 months old, her father began keeping her in a locked room. During this period, he almost always strapped her to a child's toilet or bound her in a crib with her arms and legs immobilized, forbade anyone from interacting with her, provided her with almost no stimulation of any kind, and left her severely malnourished.
The extent of her isolation prevented her from being exposed to any significant amount of speech, and as a result she did not acquire language during her childhood. Her abuse came to the attention of Los Angeles County child welfare authorities in November 1970, when she was 13 years and 7 months old, after which she became a ward of the state of California
Psychologists, linguists, and other scientists almost immediately focused a great deal of attention on Genie's case. Upon determining that she had not yet learned language, linguists saw her as providing an opportunity to gain further insight into the processes controlling language acquisition skills and to test theories and hypotheses identifying critical periods during which humans learn to understand and use language.
Throughout the time scientists studied Genie, she made substantial advances in her overall mental and psychological development. Within months, she developed exceptional nonverbal communication skills and gradually learned some basic social skills, but even by the end of their case study, she still exhibited many behavioral traits characteristic of an unsocialized person. She also continued to learn and use new language skills throughout the time they tested her, but ultimately remained unable to fully acquire a first language
Authorities initially arranged for Genie's admission to the Children's Hospital Los Angeles, where a team of physicians and psychologists managed her care for several months. Her subsequent living arrangements became the subject of rancorous debate. In June 1971, she left the hospital to live with her teacher, but a month and a half later authorities placed her with the family of the scientist heading the research team, with whom she lived for almost four years. Soon after turning 18, she returned to live with her mother, who decided after a few months that she could not adequately care for her. Authorities then moved her into the first of what would become a series of institutions and foster homes for disabled adults, and the people running it cut her off from almost everyone she knew and subjected her to extreme physical and emotional abuse. As a result, her physical and mental health severely deteriorated, and her newly acquired language and behavioral skills very rapidly regressed.
In early January 1978, Genie's mother abruptly forbade all scientific observations and testing of her. Little is known about her circumstances since then. Her current whereabouts are uncertain, although as of 2016 she was believed to be living in the care of the state of California. Psychologists and linguists continue to discuss her, and there is considerable academic and media interest in her development and the research team's methods. In particular, scientists have compared her to Victor of Aveyron, a 19th-century French child who was also the subject of a case study in delayed psychological development and late language acquisition.
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