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PubMed1984

Structural and functional perspectives on classification and seriation in psychotic and normal children.

This study describes a strategy for examining cognitive functioning in psychotic and normal children without the usual confounding effects of marked differences in cognitive structure that occur when children of the same age are compared. Participants were 14 psychotic children, 12 males and 2 females, mean age 9-2, matched with normal children at preoperational and concrete operational stage levels on a set of Piagetian classification tasks. The mean age of the normal children was 6-4, replicating the usually found developmental delay in psychotic samples. Participants were then compared on both structural level and functional abilities on a set of tasks involving seriation of sticks; the higher-level children were also administered a seriation drawing task. Analysis of children's processes of seriating and seriation drawings indicated that over and above the structural retardation, psychotic children at all levels showed functional deficits, especially in the use of anticipatory imagery. The implications for general developmental theory are that progress in structural development is not sufficient for imaginal development, and that structural development of logical concepts is relatively independent of the development of imagery. It was suggested that "thought disorder" may not be a disordered structure of thinking or a retardation in psychotic populations but rather a mismatch between higher-level logical structures and lower-level functions.

Autistic Disorder↗
PubMed1991

Allocation of study time and recall by learning disabled and nondisabled children of different ages.

Study time and recall by learning-disabled and nondisabled children of five different ages were examined in a task requiring recall of digits that were presented at the child's own rate. Recall increased with age and was significantly higher by nondisabled than disabled children, particularly at older ages. As additional digits of each sequence were presented, study time by 8-year-old disabled and nondisabled groups were relatively constant, increased in older disabled and nondisabled children, but increased more in older nondisabled children than older learning disabled children. Instructions in hierarchical grouping of digits increased recall by all groups to a similar degree, but the increase by younger children and learning disabled children was associated with longer study times. The results suggest that allocation of study time and recall are developmentally delayed in learning disabled children.

Achievement↗
PubMed1982

[The role of paradoxical sleep in learning in man].

The authors have tried to specify the role of paradoxical sleep (PS) in the learning process in man. For their study they used 12 medical students. Three polygraphic recordings of sleep were performed over 3 consecutive days. The night of the third day was preceded by the learning test (a series of 4 tests). A simultaneous study was carried out of the effects of learning on sleep and vice versa. This study does not show any significant increase in the total time of paradoxical sleep during the night which followed the learning. Only the second period of PS was increased. Thus, this research does not seem to confirm the results obtained in animals. But this disagreement may be explained by the limited number of subjects or by the contents of the tests used. On the other hand, the authors did obtain results which seem to confirm the favourable influence of sleep as a whole on the learning process.

Adolescent↗
PubMed1984

Representation of linear orders.

Two binary classification tasks were used to explore the associative structure of linear orders. In Experiment 1, college students classified English letters as targets or nontargets, the targets being consecutive letters of the alphabet. The time to reject nontargets was a decreasing function of the distance from the target set, suggesting response interference mediated by automatic associations from the target to the nontarget letters. The way in which this interference effect depended on the placement of the boundaries between the target and nontarget sets revealed the relative strengths of individual interletter associations. In Experiment 2, students were assigned novel linear orders composed of letterlike symbols and asked to classify pairs of symbols as being adjacent or nonadjacent in the assigned sequence. Reaction time was found to be a joint function of the distance between any pair of symbols and the relative positions of those symbols within the sequence. The effects of both distance and position decreased systematically over 6 days of practice with a particular order, beginning at a level typical of unfamiliar orders and converging on a level characteristic of familiar orders such as letters and digits. These results provide an empirical unification of two previously disparate sets of findings in the literature on linear orders, those concerning familiar and unfamiliar orders, and the systematic transition between the two patterns of results suggests the gradual integration of a new associative structure.

Adult↗
PubMed1978

Memory development in learning disabled children: evidence from nonverbal tasks.

The purpose of the present study was to test the developmental lag hypothesis with learning disabled children on two and three dimensional nonverbal task. Twenty-two learning disabled boys in two age groups of 11 each were tested on a probe memory recall procedure. In contrast to generalization of a developmental lag hypothesis, age-equivalent recall in primacy and recency positions reflected patterns similar to those of normal children. Further, a developmental analysis of nonverbal recall revealed constant age-related differences. Results suggested the developmental memory lag interpretation has been confounded with learning disabled children's generalized verbal deficits.

Child↗
PubMed1980

Effects of d-amphetamine and cocaine on strained ratio behavior in a repeated-acquisition task.

Pigeons acquired a different four-response chain each session by responding sequentially on three keys in the presence of four colors. When the fixed-ratio requirement for food presentation was five completions of the chain, d-amphetamine and cocaine disrupted the behavior. As the dose of each drug was increased, the overall response rate decreased, the overall accuracy was impaired (i,e., percent errors increased), and there was less within-session error reduction (acquisition). In contrast, when the fixed-ratio requirement was either 20 or 50 completions of the chain, certain doses of both drugs produced large increases in the overall response rate by eliminating the extended pausing (ratio strain) that was characteristic of the control sessions. These rate-increasing effects were accompanied by error-decreasing effects, both during acquisition and after the response chain had been acquired. Taken together, the results show that the effects of d-amphetamine and cocaine on behavior in a repeated-acquisition task can be modulated by manipulating the value of the fixed-ratio schedule maintaining the behavior.

Animals↗
PubMed1981

Meaningfulness and isolation effect for normal and retarded subjects.

The aim of this study was to verify whether, in the normal and retarded subjects (aged 11.7 yr.), the isolation effect is less evidence the lower the meaningfulness of the material to be recalled. 12 groups were tested, six normal and six retarded, each of 25 subjects. The retardation was diagnosed with Raven's Progressive Matrix '38. Three series each of 9 CVC trigrams were used at 15--20%, 50--55% and 85--90% of associative value, respectively. Each trigram was exposed for 3 sec. As the level of meaningfulness increased so did the isolation effect for both normal and retarded subjects. For the retarded, however, the isolation effect only appears when the level of meaningfulness is very high.

Child↗
PubMed1991

Animal test systems to study behavioral dysfunctions of neurodegenerative disorders.

The Eighth International Neurotoxicology Conference, Role of Toxicants in Neurological Disorders (1990), evaluated the evidence that chemical exposures may play a role in the development of neurodegenerative disorders. This article describes the major neurodegenerative disorders (Amyotrophic Lateral Sclerosis, Huntington disease, Parkinson disease, and Alzheimer disease) addressed at the conference, followed by a description of test systems or models developed to study behavioral aspects of these disorders in animals. However, due to the complexity of the disorders and the species in which they are found, fully-developed models in animals of neurodegenerative disorders are lacking. This suggests the need for a clear strategy for selecting behavioral tests in animals to study aspects of any neurodegenerative disorders. Such a strategy is here exemplified for Alzheimer disease (AD) as a prototypical neurodegenerative disorder. Since an animal model cannot provide the full range of effects of human neurodegenerative diseases, particularly AD which produces incompletely characterized cognitive deficits, a rodent model must at this time be drawn from multiple sources, including: (1) Tests currently used to identify in rodents deficits associated with AD; (2) tests to identify Alzheimer-related signs in patients; and, (3) tests that relate to theoretical constructs of human and animal cognition. A battery that draws from those sources could include tests of: (a) Spatial learning and memory (Morris Water Maze and Radial Arm Maze), (b) delayed recall match-to-sample; (c) serial response learning; and, (d) visual discrimination (e.g., vertical vs. horizontal stimuli). This battery will identify behavioral changes characteristic of early-, middle- and late-stage AD, afford the potential to relate the findings to theoretical constructs of cognition, and evaluate learning capabilities not previously studied in rodent models of neurodegenerative disorders.

Alzheimer Disease↗
PubMed1990

Intellective functioning and strategy use in children with insulin-dependent diabetes mellitus.

The cognitive development of children with either early or late onset insulin-dependent diabetes mellitus (IDDM) was investigated with tasks measuring intellectual ability, memory, and academic progress. In addition, children's perceptions of their competence and parents' perspectives on family functioning and their children's behavior were compared. It was found that children with IDDM scored within the normal range on standardized measures of intelligence and academic performance but evidenced some school difficulties, as reflected in subscale performance as well as in their need of remedial education services. Further, evidence was found to suggest deficiencies in children's use of strategies to organize and recall information, particularly for those with early onset of disease. Children's perceived self-competencies and parents' reports of family functioning were strikingly similar across groups. However, parents of those children whose illness began prior to age 5 reported their children to have poor attention spans and difficulty completing tasks.

Achievement↗
PubMed1990

A comparison of the effect of fluoxetine and trazodone on the cognitive functioning of depressed outpatients.

Tricyclic antidepressants with clinically significant amounts of anticholinergic activity can adversely affect memory and cognitive functioning. The study evaluated the effect of two non-anticholinergic antidepressants, fluoxetine and trazodone, on immediate and short-term memory in clinically depressed outpatients. The results of this study demonstrated that neither drug affected the depressed patients' cognitive skills as measured by the Guild memory test (digit span and paired associations) during their treatment and recovery. The only factor that was useful in predicting an improvement in cognitive functioning was the change in the measures of depression (Hamilton Rating Scale for Depression and Clinical Global Impression) with time.

Depressive Disorder↗
PubMed1975

Go - no go learning after frontal lobe lesions in humans.

48 patients with unilateral frontal or non-frontal cortical lesions were given a go - no go learning task. Patients with frontal lesions in either hemisphere took longer to learn the task and made more false "go" responses than control patients. They also, unlike controls, took longer to make in correct positive responses than correct positive ones. Medial frontal lesions were found to be particularly important in giving rise to poor performance on this task. It is suggested that this task is non-unitary in nature and that the medial area may be important for more than one ability.

Adult↗