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Biomedical subjects

J M Hunt

Publications and source records attributed to J M Hunt.

At least 91 records · Page 5Linked to original sources
PubMed1976

The psychological development of orphanage-reared infants: interventions with outcomes (Tehran).

This paper describes five successive interventions in the rearing of infants at an orphanage in Tehran, with their outcomes. The outcomes were assessed longitudinally. The first of the successive groups, here called "waves", numbered 15. These Ss constitute the controls. The only intervention consisted of examining the infants every other week during the first year and every fourth week thereafter with the ordinal, sensorimotor scales of Uzgiris and Hunt. The audio-visual intervention intended for the second wave of 10 infants was tape-recorded mother talk and music under the control of the infants and mobiles that the infants could activate. This plan was never adequately implemented because of inadequate supervision. The third wave of 10 infants got extra untutored human care. The fourth wave of 20 infants got the kind of audio-visual intervention originally intended for the second wave plus access to responsive inanimate materials. For the fifth wave, numbering 11, the infant-caretaker ratio was reduced to two or three to one and the caretakers were taught the Badger program supplemented with procedures to foster vocal imitation and semantic mastery of body parts, clothing, toys, and other objects and events regularly encountered. The results show that each successive wave, excepting the second, achieved the top steps of nearly all seven of the ordinal scales at mean ages younger than the preceding wave, and the fifth wave surpassed even home-reared American children from predominantly professional families in achieving the top steps on five of the seven scales. The findings show that infants need not advance along all branches simultaneously and that the kinds of experience encountered determine the branch along which advancement occurs. A number of theoretical implications are examined. Especially important is the idea that a dependable educational psychology for infancy and early childhood calls for much more knowledge than we now have of the kinds of experience that advance development along each of the various branches.

Achievement↗
PubMed1975

Social class and preschool language skill. I. Introduction.

This series of studies concerns the relative validity of two explanations of why children of parents of poverty do poorly in school. Both explanations assume that nearly all children have the genetic potential to learn what the schools attempt to teach. One holds that children, and especially the black children, of poverty are in no way deficient in cognitive and linguistic skills. They fail merely because they enter school with a dialect differing from standard English. This complicates the task of learning to read in standard English. The other view holds that the rearing conditions in families of poverty limit the number and variety of objects and places and action models with which the poor child becomes acquainted during his infancy and preschool years, resulting in a cognitive deficit. These conditions also hamper the poor child's acquisition of phonemic symbols for objects and places and the relationships among them, resulting in a deficit in semantic mastery. This series of studies employs several strategies of investigation. This paper indicates their nature. It also describes in some detail the economic and educational characteristics of the parents of the two sets of children examined.

Black or African American↗
PubMed1975

Social class and preschool language skill: II. semantic mastery of color information.

The four-year-old children of Head Start (two-year-classes of 90 for 1969-71 and 72 for 1971-72) performed on a test of perceptual identification approximately as well as four-year-old nursery-school children of parents predominantly of college background. On the other hand, only 28.9% and 19.4% of the children of Head Start, as compared with 87.9% and 90.2% of the children of the nursery-school pointed correctly to all six of the blocks when the examiner named the colors. Also, only 25.6% and 23.6% of those of Head Start, as compared with 81.8% and 76.5% of those of the nursery school, named the colors of all six blocks as they were designated by the examiners. Sex differences and race differences, except in the case of brown, among the children of Head Start were negligible and not significant. Somewhat more children showed semantic mastery for the warn colors, orange and red, than for the cool colors, blue and green. The finding of a deficiency in semantic mastery for such an elementary abstraction as color is highly dissonant with the contention of many students of sociological linguistics that children of poverty, and especially black children of poverty, are without cognitive or linguistic deficit, and that they fail in school only because they use a dialect differing from standard English. The finding is quite consonant with the contention that children of poverty do have a cognitive and linguistic deficit which may, and probably does, derive from the rearing conditions in their homes during the preschool years.

Black or African American↗
PubMed1975

Social class and preschool language skill: III. Semantic mastery of position information.

The four-year-old children of Head Start (two-year-classes of 90 for 1970-71 and 67 for 1971-72) performed on a test of perceptual identification of a sample of six positions approximately as well as did four-year-olds of parents with predominantly college backgrounds. On the other hand, only 22% and 16% of those of Head Start as compared with 70% and 67% of those of the nursery school placed blocks in all six positions that they heard the examiner name, and only 12% and 9% of the former as compared with 45.5% and 44.9% of the latter gave appropriate names for all the six positions designated by the examiner. Sex differences and differences between black and white children of Head Start were negligible and not significant. Somewhat more children of both Head Start and the nursery school showed semantic mastery based on both heard and spoken identification for positions based on body-object relations (in, on, and under) than for those based on object-object relations (in fromt of, between, and in back of). The fact that the children of Head Start perform so much less well than those of the nursery school on the test semantic mastery for position information is highly dissonant with the contention that children of poverty are without either cognitive or linguistic deficit, but quite consonant with the contention that they suffer a deficit that may well and probably does result from the rearing conditions in their homes during the preschool years.

Black or African American↗
PubMed1974

Mechanism of Sindbis virus-induced intrinsic interference with vesicular stomatitis virus replication.

Heterologous viral interference is induced by Sindbis virus against vesicular stomatitis virus (VSV) in a manner analogous to intrinsic interference with Newcastle disease virus replication. Interference in both systems (i) depends upon early expression of the inducing virus genome, (ii) shows similar kinetics of induction, (iii) does not involve interferon action, and (iv) appears to be manifest as an all-or-none effect. VSV can be added to the list of viruses blocked by intrinsic interference. Sindbis virus-induced intrinsic interference with VSV replication is not mediated through homotypic interference by defective interfering particles; rather, T-particle and B-particle synthesis is inhibited. Significantly, intrinsic interference has no effect on primary transcription directed by the virion-associated transcriptase in VSV-challenged cells. However, Sindbis virus appears to induce interference with the VSV-RNA synthesized subsequent to primary transcription, namely, that which is dependent on protein synthesis. Thus, the target of intrinsic interference appears to be a reaction subsequent to primary transcription but prior to the appearance of protein synthesis-dependent VSV RNA, secondary transcription.

Animals↗
PubMed1971

Interferon action: inhibition of vesicular stomatitis virus RNA synthesis induced by virion-bound polymerase.

The particle-bound RNA polymerase activity of vesicular stomatitis virus (VSV) can be demonstrated in vivo. Linear synthesis of viral RNA persists for 5 to 6 hours at 34 degrees C in infected monolayers of chick embryo cells treated with cycloheximide and actinomycin D to block synthesis of protein and cell-specific RNA. At least 55 percent of the RNA made under these conditions is complementary to virion RNA. RNA synthesis mediated by VSV polymerase activity is inhibited in cells first treated with chick-derived interferon or polyriboinosinate* polyribocytidylate, but not by mouse interferon. The RNA product of VSV polymerase activity is present throughout the cytoplasm, and its synthesis is inhibited by the interferon system, as judged by autoradiographs that show the physical distribution, in cells, of RNA produced by virion polymerase in the absence of translation-a demonstration of the transcription product of the viral genome.

Animals↗