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Biomedical subjects

E V Clark

Publications and source records attributed to E V Clark.

11 recordsLinked to original sources

Tolerability, pharmacokinetics and concentration-dependent hemodynamic effects of oral CF101, an A3 adenosine receptor agonist, in healthy young men.

OBJECTIVES: To assess safety, tolerability, pharmacokinetics and hemodynamic effects of oral CF 101, an A3 adenosine receptor (A3AR) agonist, in healthy men. METHODS: One single and 1 repeated dose, parallel-group, ascending dose, double-blind and placebo-controlled study in normal volunteers. In the single dose study, n = 15 subjects received 1, 5 or 10 mg oral CF101; in each group 1 subject received placebo, the remainder active CF101. In the repeat-dose study, n = 28 subjects received repeated 12-hourly oral doses of CF 101 (2, 3, 4 or 5 mg) for 7 days, in each group 2 subjects received placebo, the remainder active CF101. TEST MATERIALS: Single-dose study: CF101 in 30% Cremophor RH40. Multiple-dose sudy: CF101 in 0.5% methylcellulose suspension. Both studies: the corresponding vehicles were used as placebos. Galenicals were prepared remotely from the clinical study site to ensure double-blind nature of the study. RESULTS TOLERABILITY: Single doses up to 5 mg CF101 were safe and well-tolerated. However, the single dose of 10 mg CF101 was associated with flushing, tachycardia, nausea and vomiting, which were viewed as dose-limiting in normal volunteers. Single doses of CF101 (as well as the first of the multiple doses) were associated with increases in heart rate (8 - 24 beats/min after 5 mg and 18 - 55 beats/min after 10 mg). Multiple doses up to 4 mg 12-hourly for 7 days were safe and well-tolerated. However, the 5 mg multiple-dose group reported headache, drowsiness, hot flushes and dizziness on standing; this declined with dosing duration and was not dose-limiting in this study. Adverse events were commonest near t(max). RESULTS PHARMACOKINETICS: For oral CF101, the t(max) was always 1 - 2 h post-dose and t 1/2 about 9 h, in both the single- and multiple-dose studies. For a single 5 mg dose (mean +/- SD) C(max) = 81.6 +/- 23.6 ng/ml in the single dose study, and 63.6 +/- 22.0 ng/ml after the first of the multiple doses; AUC if was 904.0 +/- 221.9 ng.h/ml and 596.1 +/- 196.6 ng.h/ml for the 2 studies, respectively. After 7 days of multiple dosing there was little change, and AUC(0-24h) = 601.0 +/- 163.6 ng.h/ml. These pharmacokinetic parameters were linearly proportional to dose in the other treatment groups. RESULTS PHARMACODYNAMICS: Increases in heart rate were related to plasma concentration and evident only in the upper range of concentrations observed. There were no changes on ECG monitoring beyond sinus tachycardia, and, in particular, no evidence of PR prolongation in any subject (n = 43). In comparison with single doses, this response was almost absent after 7 days of dosing. Leucocytosis (increases up to about 1.5 x 10(9)/l after 5 and 10 mg) was similarly transient and reversible after multiple dosing. CONCLUSIONS: Single oral doses up to 5 mg CF101 and repeated doses up to 4 mg 12-hourly for 7 days were safe and well-tolerated. Multiple-dose CF101 pharmacokinetics were unchanged and predictable from single-dose estimates, and were linearly proportional to dose. Increases in heart rate and neutrophil count were reversible during multiple dosing and were not dose-limiting in the repeat dose study. CF101 warrants further study for its efficacy in treating human disease.

Adenosine↗

Pragmatic directions and children's word learning.

The present study tested the hypothesis that children as young as two use what adults tell them about meaning relations when they make inferences about new words. 18 two-year-olds (mean age 2;2) and 18 three-year-olds (mean age 3;2) learned two new terms (a) with instructions either (i) to treat one term as a superordinate to the other, or (ii) to replace one term with another; and (b) with no instruction given about how two new words might be related. Children were attentive to both kinds of instructions or pragmatic directions, and made use of them in their word-learning. When they received no instruction relating the two new words, they resorted to a range of coping strategies to assign and relate meanings to each other. These findings support the view that children's learning of new word meanings is guided by the pragmatic directions adults offer.

Child Language↗

Conceptual perspective and lexical choice in acquisition.

Adult speakers choose among perspectives when they talk, with different words picking out different perspectives (e.g., the dog, our pet, that animal). The many-perspectives account of lexical acquisition proposes that children learn to take alternative perspectives along with the words they acquire, and, therefore, from the first, readily apply multiple terms to the same objects or events. And adults offer children pragmatic directions about the meanings of new words and hence about new perspectives. In contrast, the one-perspective account proposes that children are able, at first, to use only one term to talk about an object or event. Evidence for the many-perspectives account comes from a range of sources: children spontaneously use more than one term for the same object (horse and chair for a toy horse); they construct novel words to mark alternate perspectives (Dalmation-dog vs. dog); they shift perspective when asked (from cat to animal, or sailor to bear for anthropomorphic characters); and they readily learn new terms for talking about already-labelled kinds. Children sometimes fail to learn new words or fail to relate them to words already known, but only in situations that lack adequate pragmatic directions.

Adult↗

Reference states and reversals: undoing actions with verbs.

The purpose of these studies is to characterize children's conception of reversal and its relation to a reference state. A reversal is the move from one state to some prior state of affairs. For example, shoes that have been TIED can be UNTIED, parcels WRAPPED then UNWRAPPED, and dishes COVERED then UNCOVERED. The present studies were designed to find out how children (aged 1;0 to 5;0) describe reversals of action that restore objects to a prior, less constrained, state. In English, the prefix un- offers the most productive device for this, but, initially, children rely on a verb like open, on general purpose undo, and on particles like out and off. As they acquire un-, English-speaking children must learn that this prefix applies primarily to verbs for change-of-state, often for enclosing, covering and attaching. In German, there is no reversal prefix, but there are productive particles. German-speaking children also begin with a verb like open and then turn to verb particles on a course similar to that in English to express reversals.

Child Language↗

On the pragmatics of contrast.

In this paper, I review properties and consequences of the PRINCIPLE OF CONTRAST. This principle, which I have argued from the beginning has a pragmatic basis, captures facts about the inferences speakers and addresses make for both conventional and novel words. Along with a PRINCIPLE OF CONVENTIONALITY, it accounts for the pre-emption of novel words by well-established ones. And it holds just as much for morphology as it does for words and larger expressions. In short, Contrast has the major properties Gathercole (1989) proposed as characteristic of her alternative to Contrast.

Child↗

On children's uses of from, by and with in oblique noun phrases.

This study was designed to follow up children's early spontaneous uses of from to mark oblique agents by giving 40 children (aged 2;5-6;1), and 10 adults, grammatical and ungrammatical sentences containing from, with, and by to imitate and to repair. As predicted, children's imitations and repairs showed that (a) 2-year-olds produce from for agents, and with for instruments in imitation; and (b) as children get older, they shift to by for agents in their repairs, and keep from to mark locative sources. These findings support the hypothesis that when children first try to express oblique agents, before acquisition of conventional by, they choose from for this purpose because agents, as instigators of actions, are conceived of as the source of the action and its result.

Child↗