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Biomedical subjects

L Bloom

Publications and source records attributed to L Bloom.

At least 19 recordsLinked to original sources
PubMed2001

The intentionality model and language acquisition: engagement, effort, and the essential tension in development.

The purpose of the longitudinal research reported in this Monograph was to examine language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child's intentionality for explaining development, rather than on language as an independent object. The model of development for the research is a Model of Intentionality with two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression. Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and constructing thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, and in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age. Patterns of deviation from baseline rates of the different behaviors show that child emotional expression, child speech, and mother speech clearly influence each other, and the mutual influences between them are different at times of either emergence or achievement in both language and object play. The three conclusions that follow from the results of the research are that (a) expression and interpretation are the acts of performance in which language is learned, which means that performance counts for explaining language acquisition; (b) language is not an independent object but is acquired by a child in relation to other kinds of behaviors and their development; and (c) acquiring language in coordination with other behaviors in acts of expression and interpretation takes work, so that acquiring language is not easy.

Child↗
PubMed1999

Fibronectin regulates assembly of actin filaments and focal contacts in cultured cells via the heparin-binding site in repeat III13.

Fibroblasts, when plated on the extracellular matrix protein fibronectin (FN), rapidly spread and form an organized actin cytoskeleton. This process is known to involve both the central alpha5beta1 integrin-binding and the C-terminal heparin-binding regions of FN. We found that within the heparin-binding region, the information necessary for inducing organization of stress fibers and focal contacts was located in a 29-amino acid segment of FN type III module 13 (III13). We did not find a cytoskeleton-organizing role for repeat III14, which had previously been implicated in this process. Within III13, the same five basic amino acids known to be most important for heparin binding were also necessary for actin organization. A substrate of III13 alone was only weakly adhesive but strongly induced formation of filopodia and lamellipodia. Stress fiber formation required a combination of III13 and III7-11 (which contains the integrin alpha5beta1 recognition site), either as a single fusion protein or as separate polypeptides, and the relative amounts of the two binding sites appeared to determine whether stress fibers or filopodia and lamellipodia were the predominant actin structures formed. We propose that a balance of signals from III13 and from integrins regulates the type of actin structures assembled by the cell.

Actins↗
PubMed1998

Language development and emotional expression.

The relation of language and emotion in development is most often thought about in terms of how language describes emotional experiences with words that name different feelings. However, children typically do not begin to use these words until language development is well underway, at approximately 2 years of age. Given the relatively small number of words for naming feelings and emotions, and the redundancy between emotion words and the expressions they name, understanding how emotion and language are related in early development requires looking beyond just acquisition of specific emotion words.

Child Development↗
PubMed1997

The Caenorhabditis elegans gene unc-76 and its human homologs define a new gene family involved in axonal outgrowth and fasciculation.

The gene unc-76 (unc, uncoordinated) is necessary for normal axonal bundling and elongation within axon bundles in the nematode Caenorhabditis elegans. The UNC-76 protein and two human homologs identified as expressed sequence tags are not similar to previously characterized proteins and thus represent a new protein family. At least one of these human homologs can function in C. elegans, suggesting that it, like UNC-76, acts in axonal outgrowth. We propose that the UNC-76 protein, which is found in cell bodies and processes of all neurons throughout development, either has a structural role in the formation and maintenance of axonal bundles or transduces signals to the intracellular machinery that regulates axonal extension and adhesion.

Amino Acid Sequence↗
PubMed1996

Early conversations and word learning: contributions from child and adult.

Temporal and topic contingencies between child and mother speech are reported at 2 achievements in language development in the second year. Measured against their respective baseline rates of speech, children were most likely to talk before mother speech and mothers most likely to talk after child speech. This pattern, evident at both language achievements, increased in amplitude with development. These early conversations were generated by the children; neither their interactions nor word learning depended on adult-scaffolded formats. Only about one-third of all child speech occurred in response to something mothers said; only half of all child speech received a topic-related response. When mothers responded, they most often simply acknowledged, repeated, or clarified what the child said. The results supported the intentionality model for language development, in which the child's role is primary: Children learn words for expression and interpretation in order to share contents of mind, bringing words to their conversations that they've already learned in other contexts.

Child Development↗
PubMed1992

Towards an understanding of families with physically disabled adolescents.

This exploratory study examined the family environment of ten families, each with a physically disabled adolescent and at least one non-disabled adolescent. Family members completed the Moos Family Environment Scale (FES) and discussed with the interviewer their experiences as a family. Blind and independent ratings on the FES by social workers involved in the study provided a comparison with the families' self ratings. Family ratings on the FES gave no indication of distress, but showed slightly higher than average emphasis on cohesion and achievement orientation. Social work ratings, in contrast, indicated elevated levels of conflict, achievement orientation, and control. In this report, no attempt is made to generalize these specific findings to all families with disabled adolescents. Rather, results are interpreted, in the light of findings in the recent literature, to underscore the need for better designed research and to alert professionals to the danger of imposing the prevalent dysfunctional view upon families with disabled children and adolescents.

Adolescent↗
PubMed1989

Acquisition of complementation.

This study concerns the acquisition of complex sentences with perception and epistemic verbs that take a second verb in their complements. The acquisition of complementation began between two and three years of age in this longitudinal study of four children's spontaneous speech. The results of the study showed that (1) complement types and complementizer connectives and (2) the discourse contexts in which complementation occurred were specific to individual matrix verbs. The most frequent verbs acquired were the perception verbs see and look and the epistemic verbs think and know. Developments in both discourse and syntax indicated that these verbs expressed attitudes of certainty/uncertainty toward the content expressed in their complements. The results are discussed in terms of both linguistic and psychological factors in the acquisition of complex sentences with complementation.

Child, Preschool↗
PubMed1989

On the developmental contour of child language: a reply to Smith & Weist.

A developmental perspective in child language research begins with a focus on the child and the processes that contribute to change in the child's knowledge of language. Developmental change occurs in an organized, systematic way, with later changes influenced at least in part by developments at an earlier time. The acquisition of tense and aspect provides a relevant example. Data previously published by Weist, Wysocka, Witkowska-Stadnik, Buczowska & Konieczna (1984) are reanalysed here to show, statistically, that children learning Polish are influenced by aspect in acquiring verb tense, just as children are in learning English, Italian, Hebrew, Turkish and other languages. Children beginning to learn verb infections find aspectual contour particularly compelling in leading them to learn tense distinctions.

Cross-Cultural Comparison↗
PubMed1987

Sources of meaning in the acquisition of complex syntax: the sample case of causality.

The study reported here is concerned with how children acquire complex sentences for expressing their beliefs about causally related events, in the transition in language development from simple to complex syntax. Subjects were three girls and four boys, observed longitudinally from 26 to 38 months of age in their homes. Data analysis began with those observations in which each child began to produce causally related propositions without syntactic connectives, and continued until the children were about 3 years old. Two broad categories of causal meaning were expressed in the children's causal statements. Objective meaning concerned means-end and consequence relations that were evidential and fixed in the physical world. Subjective meaning expressed causal connections concerned with personal, affective, or sociocultural beliefs. While most of the children's statements expressed subjective meaning overall, the acquisition of syntactic connectives was associated with objective meaning. These results are discussed in terms of the development of these children's understanding of causality and the acquisition of increasingly complex language.

Age Factors↗
PubMed1986

Adinazolam, a new triazolobenzodiazepine, and imipramine in the treatment of major depressive disorder.

This study evaluated the clinical efficacy and safety of a new triazolobenzodiazepine, adinazolam, and imipramine in 40 patients with carefully diagnosed major depressive disorder. Overall, adinazolam was found to be as effective as imipramine. In addition, when patients with more severe, melancholic, subtype of depression were examined, adinazolam was also as effective as imipramine. With the exception of sedation, adinazolam patients demonstrated fewer overall adverse events than imipramine subjects. These results suggest that adinazolam may represent an interesting antidepressant compound.

Adolescent↗
PubMed1984

Heat shock proteins in Aurelia (Cnidaria, Scyphozoa).

Heat shock proteins (hsp) in Aurelia identified by one-dimensional SDS-PAGE are of sizes 93,83,70,68,45, and 39 kD, the most rapidly labeled being hsp 70 in all developmental stages. Labeled hsp in the polyp are found mostly in the epidermis; gastrodermal nuclei are also labeled. The minimum temperature for induction of the proteins is about the same (27 degrees to 28 degrees C), regardless of whether polyps have been cultured at 15 degrees or 24 degrees C. Adults and planulae taken from natural water at 28 degrees C do not show accumulation of hsp 70. Induction of strobilation by raising polyps from 15 degrees to 25 degrees C is not associated with appreciable labeling of hsp. Polyps transferred to higher or lower salinity have decreased protein synthesis but do not synthesize stress proteins.

Animals↗
PubMed1984

An apparatus for making fine-grained measurements of canine eating behavior.

An apparatus for making fine-grained measurements of eating and drinking in dogs is described. Examples of how this computer controlled measurement system can be used to illustrate eating behavior in one- and two-pan tests are given. Also, very fine-grained measurements are illustrated in illustrating a single meal segment and a single water drinking bout.

Animals↗