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At least 217 records · Page 12Linked to original sources
PubMed1976

Children's recognition memory for written sentences: a comparison of good poor readers.

In 18 pairs of fifth-grade males matched on sex, CA, and IQ, 1 was a good reader and 1 a poor reader. Each child read 8 3-sentence acquisition stories, subsequently performed a card-sorting task, and finally a recognition test consisting of 40 sentences which either were in the acquisition set or were 1 of 5 kinds of transformation. Retention was better for semantic aspects of the stories, but retention of tense was poor. Good readers mad fewer recognition errors than poor readers on new sentences which were true inferences from the acquisition list and on tests for retention of tense and number.

Child↗
PubMed1997

Training and transfer-of-learning effects in disabled and normal readers: evidence of specific deficits.

Two experiments were conducted to assess the specificity of training and transfer deficits in disabled readers, aged 7 to 9 years. Forty-eight children (reading disabled, age-matched normal controls, and reading-level-matched normal controls) participated in both a reading and a nonreading (music) acquisition paradigm. Children received instruction in grapheme-phoneme and symbol-note correspondence patterns, respectively. Posttraining tests (one day and one week) following rule training compared performance on trained exemplar items with performance on untrained transfer items. Results revealed that normal readers were able to transfer their rule knowledge in both the reading and nonreading (music) acquisition paradigms, while disabled readers were proficient only in the music task, and thus demonstrated transfer deficits specific to learning printed language. Transfer was optimally facilitated for all readers when training procedures included not only presentation of exemplars, but also cues for rule derivation and explicit statement of pattern invariances.

Child↗
PubMedDate not supplied

Interlaced versus progressive readout of television cameras for digital radiographic acquisitions.

A comparison was made of two methods for reading the TV camera target for digital radiographic acquisition, interlaced and progressive readout. Experiments were performed with a plumbicon TV camera to measure x-ray exposure requirements and resolution capabilities after readout for the two modes. Real time digital (30 frames per second, 256(2) matrix) and single-frame electrocardiogram gated images of the contrast-filled coronary arteries in a dog were acquired with both formats. Results demonstrate a reduction in patient exposure of up to four times for single-frame progressive readout images over interlaced acquisition for static images of comparable quality. Imaging of rapid motion objects (e.g., coronary arteries) with interlaced TV scanning results in "scalloping" of edges and resolution degradation. The short pulse width capability of progressive readout eliminates motion blurring and preserves object detail. Progressive readout is the preferred mode of TV camera readout for most digital radiographic applications due to more flexible x-ray techniques, superior images, and total utilization of the input x-ray flux for lower patient exposure.

Angiography↗
PubMed1998

[An example of how to measure the relation between developmental dyslexia and illiteracy].

The ability to read and the phonological fitness of 89 youth (average age of 21.3 years) having difficulty with social and professional integration were examined. We observed that 64% of them (n = 57) had difficulty in reading. The results of the phonological and reading tests showed that developmental dyslexia constitutes, for 56% of the subjects (n = 32), or for 36% of the population of youth with difficulties, the explanatory framework for the delay of acquisition of these capacities. Reading difficulties for these youth were significantly linked to an alteration of the phonological treatment that effects: short-term verbal memory, auditory discrimination and meta-phonological fitness. The data tends to validate the hypothesis of the existence of a functional link between developmental dyslexia and illiteracy.

Adolescent↗
PubMedDate not supplied

The neural basis of visual skill learning: an fMRI study of mirror reading.

The learning of perceptual skills is thought to rely upon multiple regions in the cerebral cortex, but imaging studies have not yet provided evidence about the changes in neural activity that accompany visual skill learning. Functional magnetic resonance imaging (fMRI) was used to examine changes in activation of posterior brain regions associated with the acquisition of mirror-reading skill for novel and practiced stimuli. Multiple regions in the occipital lobe, inferior temporal cortex, superior parietal cortex and cerebellum were involved in the reading of mirror-reversed compared to normally oriented text. For novel stimuli, skilled mirror-reading was associated with decreased activation in the right superior parietal cortex and posterior occipital regions and increased activation in the left inferior temporal lobe. These results suggest that learning to read mirror-reversed text involves a progression from visuospatial transformation to direct recognition of transformed letters. Reading practiced, relative to unpracticed, stimuli was associated with decreased activation in occipital visual cortices, inferior temporal cortex and superior parietal cortex and increased activation in occipito-parietal and lateral temporal regions. By examining skill learning and item-specific repetition priming in the same task, this study demonstrates that both of these forms of learning exhibit shifts in the set of neural structures that contribute to performance.

Brain↗
PubMed1988

Classical conditioning of beginning reading responses.

The present study describes the first demonstration that laboratory-controlled experimental procedures can lead to the successful acquisition and subsequent retention of classically conditioned beginning reading responses (CCBRRs) in children of both sexes and mean age of 4 yr. Anticipatory instructions combined with higher-order classical conditioning temporally arranged into a trace conditioning paradigm presented for 10 trials for each response to be learned led to beginning reading responses being successfully acquired by 20 children during 95% of the 2,220 total acquisition learning trials and subsequently correctly recalled on 114 of the 222 retention test trials. Findings support the view that perhaps the relatively sudden and sustained acquisition learning curves for reading responses on the second-signalling-system level of behavior in the present study may be quite different from the relatively slow and incremental learning curves usually obtained in classical conditioning of the autonomic type which occur on the first-signalling-system level.

Age Factors↗
PubMed1981

Word game bingo: a behavioral treatment package for improving textual responding to sight words.

Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 X 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked "free"). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique or teachers to train sight word reading.

Behavior Therapy↗
PubMed2000

The neurological basis of developmental dyslexia: an overview and working hypothesis.

Five to ten per cent of school-age children fail to learn to read in spite of normal intelligence, adequate environment and educational opportunities. Thus defined, developmental dyslexia (hereafter referred to as dyslexia) is usually considered of constitutional origin, but its actual mechanisms are still mysterious and currently remain the subject of intense research endeavour in various neuroscientific areas and along several theoretical frameworks. This article reviews evidence accumulated to date that favours a dysfunction of neural systems known to participate in the normal acquisition and achievement of reading and other related cognitive functions. Historically, the first arguments for a neurological basis of dyslexia came from neuropathological studies of brains from dyslexic individuals. These early studies, although open to criticism, for the first time drew attention towards a possible abnormality in specific stages of prenatal maturation of the cerebral cortex and suggested a role of atypical development of brain asymmetries. This has prompted a large amount of subsequent work using in vivo imaging methods in the same vein. These latter studies, however, have yielded less clear-cut results than expected, but have globally confirmed some subtle differences in brain anatomy whose exact significance is still under investigation. Neuropsychological studies have provided considerable evidence that the main mechanism leading to these children's learning difficulties is phonological in nature, namely a basic defect in segmenting and manipulating the phoneme constituents of speech. A case has also been made for impairment in brain visual mechanisms of reading as a possible contributing factor. This approach has led to an important conceptual advance with the suggestion of a specific involvement of one subsystem of vision pathways (the so-called magnosystem hypothesis). Both phonological and visual hypotheses have received valuable contribution from modern functional imaging techniques. Results of recent PET and functional MRI studies are reported here in some detail. Finally, one attractive interpretation of available evidence points to dyslexia as a multi-system deficit possibly based on a fundamental incapacity of the brain in performing tasks requiring processing of brief stimuli in rapid temporal succession. It is proposed that this so-called 'temporal processing impairment' theory of dyslexia could also account for at least some of the perceptual, motor and cognitive symptoms very often associated with the learning disorder, a coincidence that has remained unexplained so far.

Articulation Disorders↗
PubMedDate not supplied

Working memory and novel word learning in children with hearing impairment and children with specific language impairment.

BACKGROUND: Working memory is considered to influence a range of linguistic skills, i.e. vocabulary acquisition, sentence comprehension and reading. Several studies have pointed to limitations of working memory in children with specific language impairment. Few studies, however, have explored the role of working memory for language deficits in children with hearing impairment. AIMS: The first aim was to compare children with mild-to-moderate bilateral sensorineural hearing impairment, children with a preschool diagnosis of specific language impairment and children with normal language development, aged 9-12 years, for language and working memory. The special focus was on the role of working memory in learning new words for primary school age children. METHODS & PROCEDURES: The assessment of working memory included tests of phonological short-term memory and complex working memory. Novel word learning was assessed according to the methods of. In addition, a range of language tests was used to assess language comprehension, output phonology and reading. OUTCOMES & RESULTS: Children with hearing impairment performed significantly better than children with a preschool diagnosis of specific language impairment on tasks assessing novel word learning, complex working memory, sentence comprehension and reading accuracy. No significant correlation was found between phonological short-term memory and novel word learning in any group. The best predictor of novel word learning in children with specific language impairment and in children with hearing impairment was complex working memory. Furthermore, there was a close relationship between complex working memory and language in children with a preschool diagnosis of specific language impairment but not in children with hearing impairment. CONCLUSIONS: Complex working memory seems to play a significant role in vocabulary acquisition in primary school age children. The interpretation is that the results support theories suggesting a weakened influence of phonological short-term memory on novel word learning in school age children.

Adolescent↗
PubMedDate not supplied

Otitis media: precursor of delayed reading.

OBJECTIVE: To investigate the connection between otitis media in the language acquisition years and the occurrence of delayed reading between the ages of 8 and 10. METHOD: Participants were 40 children, half of whom had a history of otitis media between the ages of birth and three years and half who were free of the disease. These children, now ages 8-10, were tested with the WISC-R and a variety of reading measures. RESULTS: Children with a history of otitis media scored over a year below grade level in reading and significantly below controls on a variety of literacy measures as well as on the Verbal Comprehension factor on the WISC-R. CONCLUSIONS: Children with early onset otitis media (birth to three years) tend to be at greater risk for delayed reading than age-matched controls.

Child↗
PubMed2005

Learning new words from storybooks: an efficacy study with at-risk kindergartners.

PURPOSE: The extant literature suggests that exposure to novel vocabulary words through repeated readings of storybooks influences children's word learning, and that adult elaboration of words in context can accelerate vocabulary growth. This study examined the influence of small-group storybook reading sessions on the acquisition of vocabulary words for at-risk kindergartners, and the impact of word elaboration on learning. An additional goal was to study differential responses to treatment for children with high versus low vocabulary skill. METHOD: Using a pretest-posttest comparison group research design, 57 kindergartners were randomly assigned to a treatment (n = 29) or comparison (n = 28) group. Children were also differentiated into high (n = 31) versus low (n = 26) vocabulary skill groups using scores on a standardized receptive vocabulary test. Children in the treatment group completed 20 small-group storybook reading sessions during which they were exposed to 60 novel words randomly assigned to non-elaborated and elaborated conditions. Pre- and posttest examined the quality of children's definitions for the 60 novel words. RESULTS: Overall, word-learning gains were modest. Children in the treatment group made significantly greater gains in elaborated words relative to children in the comparison group; no influence of storybook reading exposure was seen for non-elaborated words. Children with low vocabulary scores made the greatest gains on elaborated words. CLINICAL IMPLICATIONS: Suggestions are offered for using storybooks as a clinical tool for fostering vocabulary development. As an efficacy study, results should inform future applied research on word learning for at-risk children.

Adult↗
PubMed2005

A true singles list-mode data acquisition system for a small animal PET scanner with independent crystal readout.

We present a unique data acquisition system designed to read out signals from the MADPET-II small animal LSO-APD PET tomograph. The scanner consists of 36 independent detector modules arranged in a dual-radial layer ring (phi 71 mm). Each module contains a 4 x 8 array of optically isolated, 2 x 2 mm LSO crystals, coupled one-to-one to a 32 channel APD. To take full advantage of the detector geometry, signals from each crystal are individually processed without any data reduction. This is realized using custom designed mixed-signal ASICs for analogue signal processing, and FPGAs to control the digitization of analogue signals and subsequent multiplexing. Analogue to digital converters (ADCs) digitize the signal peak height, time to digital converters (TDCs) time stamp each event relative to a system clock and two 32 bit words containing the energy, time and position information for each singles event are multiplexed through three FIFO stages before being written to disk via gigabit Ethernet. Every singles event is processed and stored in list-mode format, and coincidences are sorted post-acquisition in software. The 1152 channel data acquisition system was designed to be able to handle sustained data rates of up to 11 520 000 cps without loss (10 000 cps/channel). The timing resolution of the TDC was measured to be 1 ns FWHM. In addition to describing the data acquisition system, performance measurements made using a 128-channel detector prototype will be presented.

Animals↗
PubMed1991

Fundamental properties of medical image perception.

With a mind toward the effective acquisition, processing, presentation, and reading of radiological images, a survey of how the human visual system perceives images is presented here. The level is chosen to be suitable for the radiologist, and the relative emphasis on the various visual cues of luminance, color, form, texture, motion, and depth is chosen based on their importance with radiological images. Examples of the radiological relevance of the various visual properties are given. We cover first what the visual system's behavior is and then survey some of the properties of the physiological mechanisms that provide this behavior.

Data Display↗
PubMed1993

The cerebellum and cognitive functions in humans.

Recent neuropsychological studies have given rise to the hypothesis that the cerebellum is involved in nonmotor cognitive functions. The interpretation of these findings is, however, restricted by methodological problems, such as heterogenous patient samples. The present study compared patients with pathology confined to the cerebellum and patients with combined cerebellar and brainstem lesions to matched normal controls on a range of memory and learning tasks. Two procedural learning tasks were also conducted, involving perceptual (mirror reading) and conceptual skill acquisition (the Tower of Hanoi task). Patients with damage to both cerebellum and brainstem, but not patients with cerebellar pathology alone, showed impairments on memory and visuoconstructive tasks and evidence of frontal lobe dysfunction. Cerebellar damage had no effect on skill acquisition. These results do not support the hypothesis of cerebellar involvement in procedural learning per se.

Adult↗
PubMed2006

Arithmetic processing in the brain shaped by cultures.

The universal use of Arabic numbers in mathematics raises a question whether these digits are processed the same way in people speaking various languages, such as Chinese and English, which reflect differences in Eastern and Western cultures. Using functional MRI, we demonstrated a differential cortical representation of numbers between native Chinese and English speakers. Contrasting to native English speakers, who largely employ a language process that relies on the left perisylvian cortices for mental calculation such as a simple addition task, native Chinese speakers, instead, engage a visuo-premotor association network for the same task. Whereas in both groups the inferior parietal cortex was activated by a task for numerical quantity comparison, functional MRI connectivity analyses revealed a functional distinction between Chinese and English groups among the brain networks involved in the task. Our results further indicate that the different biological encoding of numbers may be shaped by visual reading experience during language acquisition and other cultural factors such as mathematics learning strategies and education systems, which cannot be explained completely by the differences in languages per se.

Adult↗
PubMedDate not supplied

The beneficial effects of short pulse width acquisition and ECG-gating in digital angiocardiography.

Experimental intravenous left ventriculography and coronary angiography after aortic root injection were performed in 13 animals. Various image acquisition and digital image processing techniques were employed. These included single mask mode subtraction, integrated mask mode subtraction, ECG-gated image acquisition, TV camera read-out in interlaced mode, and pulse progressive read-out with 1- to 5-ms pulse width. High quality images were obtained consistently only after ECG-gating and use of 1- to 5-ms pulse width with pulse progressive read-out of the TV camera. Integration of four to eight background as well as contrast images all from the same phase of the cardiac cycle further improved image quality.

Angiocardiography↗
PubMed1983

Reflections on parenting: a multigenerational perspective.

This paper presents some of the underlying patterns of parenting that have emerged from six years of ethnographic field research into the role of the family in children's acquisition and use of reading and writing skills. The research has provided some insights into the many complex and interrelated ways that children's literate activities are mediated and affected by multigenerational family patterns and by their personal experience of everyday life both within and outside the family. Two central themes are discussed: the spirit of change, which breaks the patterns of the past and brings new interpretations into the present, and the spirit of conservation, which maintains the continuation of family patterns from one generation to the next. Also described are the important parental attitudes of social flexibility and resiliency that are frequently evident in these processes of conservation and change of multigenerational patterns. One specific family story provides the background for the theoretical issues that are explored.

Adaptation, Psychological↗
PubMed2000

In vivo-induced genes in Pseudomonas aeruginosa.

In vivo expression technology was used for testing Pseudomonas aeruginosa in the rat lung model of chronic infection and in a mouse model of systemic infection. Three of the eight ivi proteins found showed sequence identity to known virulence factors involved in iron acquisition via an open reading frame (called pvdI) implicated in pyoverdine biosynthesis, membrane biogenesis (FtsY), and adhesion (Hag2).

Animals↗