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Biomedical subjects

L Swanson

Publications and source records attributed to L Swanson.

At least 55 records · Page 3Linked to original sources
PubMed1982

Prescriber, pharmacist, and patient interpretation of commonly used prescription directions.

Prescriber, pharmacist, and patient interpretations of commonly used prescription directions were assessed. Results indicated that: 1) Attempts to make directions more time-specific without indicating actual hours for ingestion of the medication tends to lead to patient confusion and potential compliance problems; 2) Some prescribers do not understand the potential interpretation of their own directions; 3) Patients tend to base drug ingestion time on their lifestyles, and unless directions are actually time-specific (e.g., one at 8 a.m., 1 p.m., and 7.p.m.), compliance problems will probably continue; and 4) The prescribed and the pharmacist cannot assume understanding on the part of the patient for nonspecific directions. They must not only reinforce directions, but must also determine the patient's level of understanding, so that actual compliance with the directions intended has a chance for success.

Drug Administration Schedule↗
PubMed1982

EMG feedback treatment of upper limb in hemiplegic stroke patients: a pilot study.

Poor prognosis for upper limb recovery of stroke survivors has not changed in at least 28 years; only 4% to 5% of patients regain arm function during or after the active rehabilitation phase. This pilot study included 37 patients randomly assigned to either an integrated behavioral-physical therapy treatment program including electromyographic feedback (experimental group) or a standard exercise physical therapy program of like duration and intensity (control group). Both groups showed clinically significant improvements that exceeded previously reported experience. The experimental technique appears to be more effective when upper limb involvement is not severe in a late case, or when treatment is started early (within 3 months poststroke) in a severe case. The rehabilitation community should quickly investigate the improved prospects of restoring a greater number of useful upper limbs in this often neglected group of hemiplegic patients.

Biofeedback, Psychology↗
PubMed1981

Encoding of logical connective rules in learning-disabled children.

Using a modified reception paradigm, normal and learning-disabled children were required to solve unidimensional, disjunctive, or conditional connectives under standard attending or enforced attending instructions. The major result was that enforced attending procedures facilitated solution of disjunctive and conditional concepts for normal children, while having minimal effects on rule attainment for the disabled. Within Sternberg's (1979) model, a number of subcomponent analyses were made on attribute combinations (e.g., TT, TF...), but only in the FF instance was there a difference between instructional conditions. Disabled were deficient in TT, TF, FF instances regardless of attending instructions. Results support a "reductive coding deficiency" in that learning-disabled children were unable to effectively utilize attentional instructions to encode certain attribute combinations.

Attention↗
PubMed1981

Short-term memory in deaf children in relation to verbal and dactylo-kinesthetic encoding.

The present study addressed the question, "To what extent does nonstrategic verbal encoding differ in deaf and normally hearing children?" With the use of a probe-type serial memory task, hearing and deaf children matched on chronological age, IQ, and sex were randomly assigned to named, unnamed, or dactylo-kinesthetic (fingerspelled) stimulus pretraining conditions and compared on subsequent serial recall performance. Strong primacy effects were found even though children could not use overt cumulative rehearsal. Analysis of d' scores found no difference between hearing or deaf children on pretrained named instruction; overall inferior recall occurred for deaf children on unnamed condition. Results were interpreted in terms of comparable nonstrategic processes in deaf children that occur prior to the application of mnemonic strategies.

Child↗
PubMed1980

Cognitive style, locus of control, and school achievement in learning disabled females.

Compared interrelationships of cognitive style, locus of control, achievement, and perceptual measures with intelligence in learning disable females (N = 47). Cognitive style affected certain Ss albeit only in minor ways when the effects of intelligence were partially out. Locus of control had substantial overlap with intelligence, but not with achievement. Principal component analysis and analysis of covariance on performance levels suggests that cognitive and locus of control do not make an appreciable addition to the prediction by IQ scores alone of achievement in second-and third-grade learning disabled females.

Achievement↗
PubMed1980

Conceptual rule learning in normal and learning disabled children.

Conceptual-rule learning performance of 36 normal and learning-disabled children, matched on CA, MA, and sex was compared with the use of a modified reception paradigm. Four types of rules (affirmation, conjunction, disjunction, conditional) and familiar and nonfamiliar shape attributes were used to test Bourne's stimulus-encoding hypothesis. Main findings indicated that when tested, learning-disabled children were deficient in all conceptual-rule tasks on an experimental paced, continuous-reinforcement schedule. Expected differences in rule complexity were found; however, disabled children's conceptual-rule response difficulties did not compare with normals. Manipulation of the attribute of shape familiarity produced only discernible saliency advantages in normal children. It was hypothesized that learning-diabled children were poor in problem solving because of a deficit in the comprehension of negative instances.

Child↗
PubMed1978

Effect of familiarity on primacy performance of normal and retarded children.

On the assumption that serial recall tasks reflect spatial memory rather than verbal rehearsal, the purpose of this experiment was to determine what effect stimulus familiarity had on the spatial primacy performance of 20 retarded and 20 normal boys and girls. Linear presentation effects of familiar and nonfamiliar pictures upon serial position curve performance when overt verbalization was suppressed were investigated. Results indicated that an interaction of stimulus familiarity and spatial memory is responsible for the primacy effect found in serial position curves. No primacy effect for either the normal or retardate group was found in the nonfamiliar stimulus condition. No overall developmental effects were found between groups of children on serial position performance. Consistent with Craik and Lockhart's memory processing model, the present results indicated stimulus familiarity provided deeper levels of processing, thereby facilitating primacy effects.

Adolescent↗
PubMed1978

Comparison of normal and learning disabled children on a nonverbal short-term memory serial position task.

A serial recall task was used to compare performance of 15 normal and 15 learning disabled elementary school children matched on CA, IQ, and sex with two and three dimensional representations of nonverbal eight-point shapes. Two a priori assumptions were not supported: (a) no differences in recall were found between groups and (b) no differences in recall were found for either group using two or three dimensional stimuli. Three dimensional stimuli did facilitate visual rehearsal at the primacy position for both groups. Learning disabled children's performance was consistent with the mediation deficiency hypothesis found with normal children.

Child↗