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Biomedical subjects

M Kinsbourne

Publications and source records attributed to M Kinsbourne.

At least 91 records · Page 5Linked to original sources

Reaction times and evoked potentials as indicators of hemispheric differences for laterally presented name and physical matches.

Letter pairs, which could be name matches, physical matches, or mismatches, were presented at fixation or 2.5 degrees left or right of fixation. During different experimental sessions, the locations and the types of matches were fixed (and therefore known in advance by the subject) or were randomized. Right visual field superiority in reaction time occurred for name matches only when location was randomized, and then the extent of the superiority depended on whether the types of match called for were predictable. Evoked potentials to the letter pairs during this task revealed hemispheric and neural pathway differences that were independent of expectancy condition. Right hemisphere responses were larger than left. For some components, amplitudes were smaller and latencies were shorter for direct than for indirect projection of stimuli to each cerebral hemisphere. Indirect-direct differences in P300 amplitude varied for each cerebral hemisphere according to whether a physical or name match occurred. The P130 and N170 components manifested hemispheric differences that depended on whether the two letters of a pair were in the same or different cases.

Adult↗

Vocal-manual trade-offs in hemispheric sharing of human performance control.

Experiment 1 established the linear ordering of performance and rated difficulty of three finger-sequencing tasks. Experiment 2 embedded these tasks within a dual-task paradigm employing vocalization of words and nonwords as concurrent activities. Concurrent vocal activity interfered with right-more than with left handed performance, and this lateralized interference effect increased monotonically with increased sequence difficulty. Results are discussed in terms of hemispheric sharing of dual task performance control.

Journal Article↗

Lateralized concomitants of human handedness.

Literature was reviewed concerning lateral asymmetries of brain and behavior in normal and pathological populations of left-and right-handers. Cerebral asymmetries of structure and function are less pronounced in left-handers as a group than in right-handers as a group, and variability is greater in left-handers.

Journal Article↗

Time-response analysis of the effect of stimulant medication on the learning ability of children referred for hyperactivity.

This report introduces a method for obtaining behavioral time-response information for a short-acting psychotropic drug (methylphenidate [Ritalin]) that is widely used to treat behaviorally hyperactive children. We used a laboratory learning task to document that between one and two hours after the administration of a single dose of methylphenidate, the drug exerts its maximum effect on performance in a learning task in the laboratory. This effect on cognitive performance dissipates within the same day. This rapid and transient effect of methylphenidate makes it possible to classify patients in a single day into those who respond favorably and those who respond adversely to the drug in terms of its effect on cognitive behavior.

Association Learning↗

Hyperactive children's underuse of learning time: correction by stimulant treatment.

This study investigates the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates (4, 8, and 12 sec per item). The total-time hypothesis states that a fixed amount of time is necessary to learn a fixed amount of material, regardless of the number of trials into which that time is divided. In a double-blind crossover design, the total-time hypothesis was supported by performance in a drug state, but not by performance in a placebo state, where slower presentation rates were not utilized effectively. These results are discussed in terms of inattention in the placebo state and improved attention and use of learning time in the drug state. The methodology presented is suggested as a means of assessing attentional deficits as well as providing a diagnostic procedure for objectively evaluating the appropriateness of stimulant treatment for children referred for symptoms of hyperactivity.

Adolescent↗

Stimulant-related state-dependent learning in hyperactive children.

Hyperactive and nonhyperactive children performed a learning task in two states, while being treated with stimulant medication (methylphenidate) and while taking a placebo, and were tested for retention of each class of learned material in both states. Symmetrical state-dependent learning was demonstrated in the hyperactive group but not in the nonhyperactive group. The state-dependent effect was contingent on the presence of drug-induced facilitation during initial learning. This is apparently the first report on record of state-dependent learning with a drug agent that facilitates rather than impairs performance of human subjects.

Child↗

Human handedness: a partial cross-fostering study.

The hand preference of college students correlated significantly with the writing hand of their biological parents but not that of their stepparents. The results are consistent with a genetic theory of the origin of human handedness.

Functional Laterality↗

Prospective and retrospective judgments of time as a function of amount of information processed.

The subjects, 120 college students, sorted cards for 42 sec with instructions to process 0, 1, or 2 bits of information per card (response uncertainty) and then were asked to make an absolute judgement of the interval's duration. Half of the subjects knew this judgement would be required before the interval (prospective paradigm); half did not (retrospective paradigm). Judged time was an inverse linear function of response uncertainty under the prospective paradigm, whereas no significant function was obtained under the retrospective paradigm.

Attention↗

Models of learning disability: their relevance to remediation.

A scheme of classification is suggested for physicians faced with clinicians' numerous and varied prescriptions for remedial management of children with learning disabilities. Three explanatory models of the causes of learning disability -- the difference, deficit and delay models -- and two strategies of management -- the process-oriented and goal-oriented -- are delineated. Remedial methods are classified according to their implicit explanatory model and the clinician's adherence to the process-oriented or goal-oriented approach. A pragmatic conservative, goal-oriented strategy is advocated, in which individualized instruction is tailored to the child's current abilities and learning requirements.

Brain Damage, Chronic↗

The effect of cerebral dominance on time sharing between speaking and tapping by preschool children.

48 kindergartners tapped as fast as they could with either the right index finger or the left, either alone or while reciting or repeating verbal material. The secondary tasks diminished tapping rate on both sides, but disproportionately on the right. This result was predicted by a model that postulates greater interference between concurrent activities when both are programmed by the same cerebral hemisphere. Children appear to be more vulnerable to this type of interference than adults. This attribute of immature motor development can be used as an indicator of cerebral lateralization of function in children.

Age Factors↗