The management of social behavior of chronic psychiatric patients: an empirical analysis of small group behaviors.
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Chronic Disease↗
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The effects of vicarious reinforcement on modeling by schizophrenic hospital patients.
Adult male schizophrenic Ss were exposed to a peer model under conditions of positive vicarious reinforcement, negative vicarious reinforcement, and no vicarious reinforcement. The degree to which the Ss imitated the behaviors of the model was not affected by the vicarious reinforcement, although the Ss did emit significantly more of the dependent measure behaviors than did a group of control Ss who had seen no model. The failure of the Ss to respond to the vicarious reinforcement was seen in terms of the inability of schizophrenics to attend to relevant detail.
Adult↗
Evaluation of clinical practice: forms of communication by which counselors receive self-evaluation information.
In a world with increasing demands for competent evaluation of counseling services, professional counselors are challenged to study and understand all facets of their unique methods of self-evaluation. This research report specifically discusses the type of communicated information used by counselors (N = 45) and suggests some improvements in self-evaluation based on the research results. The author discusses the use of behavioral, verbal cognitive and written communication because these types of information are used differentially to assess input or outcome of treatment. The sources of each form of information also are identified because this impacts the validity and reliability of self-evaluative decisions.
Communication↗
Implications of large WISC/WISC-R Verbal-Performance IQ discrepancies.
Forty children with Verbal-Performance IQ discrepancies on the WISC/WISC-R were studied in regard to clinical findings on psychological, educational, speech-language, and medical evaluations. Significant delays in the development of verbal when compared to performance skills were observed frequently in this referred sample. The verbal deficits were mostly developmental in nature, rather than secondary to emotional or family background factors. These children's developmental difficulties were frequently complex ones that benefitted from multidisciplinary assessment and treatment planning. It was emphasized that future research in regard to these intellectual patterns should be conducted within the confines of more neuropsychologically oriented approaches.
Child↗
Parent-child interaction in three conversational contexts: variations in style and strategy.
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Child↗
Implications of articulatory awareness in learning literacy in English as a second language.
The articulatory awareness task, which was found by Griffiths and Frith (2002) to discriminate ex-dyslexic from non-dyslexic adults, was given to three groups of Japanese college students with different English reading abilities. Two unexpected results emerged: (1) Articulatory awareness performance was generally poor across the groups, thereby suggesting that poor articulatory awareness is not unique to dyslexia but rather to reading difficulty in general, and (2) There was a weak but significant positive correlation between articulatory awareness and English reading ability. Implications are that while articulatory awareness may not function only in dyslexia, it is embedded in a complex information-processing network involving reading acquisition. Specifically, a revised Articulatory Awareness Deficit Hypothesis is formulated, which states that poor articulatory awareness is part of articulation difficulty associated with poor phonological awareness that in turn tends to underlie dyslexia and reading difficulty.
Awareness↗
Assessment of social communication skills in preschoolers.
This paper orients the reader to social communication assessment and reviews methods for assessing social communication behavior in children from toddlerhood through the preschool years. Most standardized, normed tests of language in this age range focus on morpho-syntactic and semantic comprehension and production abilities. While social communication is perhaps one of the most important skills for peer acceptance, these skills are often overlooked in language evaluation with children. However, there are a number of caregiver questionnaires, interviews, or direct social-communication sampling methods that are available to assist clinicians or researchers in documenting social-communication skills or behaviors. Since assessment of social communication is essential in clinical work with children with an autism spectrum disorder, some of the tools described below are outgrowths of autism research or provide autism-related scores. While many children receiving social communication assessments do not have autism, the need to assess social communication skills in children with language impairment is highlighted by the growing literature documenting social and pragmatic difficulties in this population (Bishop 2000 Causes, Characteristics, Intervention, and Outcome. Hove, UK: Psychology press). Regardless of whether the measures presented herein were initially designed for children with autism or not, they will provide insights into the social communicative behaviors or tendencies in young children.
Child, Preschool↗
Delayed extinction of executive sets associated with decreased cholinergic function: a mechanism of perseverative and intrusive behavior.
Perseverative and intrusive behavior were studied in three psychiatric patients with toxic dementia associated with anticholinergic drugs. A mechanism was proposed attributing these behaviors to the delayed extinction (residual activation) of prior executive sets (or schema) in the context of sets containing nondissociated operations. Reutilization of these operations appeared to trigger the nonextinguished set back into executive status. It was hypothesized that set perseveration and intrusion reflect a defect in the set-scheduling process induced by loss of cholinergic function.
Antiparkinson Agents↗
Acquisition of lexical morphology in simple partial epilepsy.
In the study of language acquisition following early brain damage, results have been divergent. On one hand, some studies claim that language eventually resumes to normal, whereas, on the other hand, studies show lasting deficits throughout development. Discrepancies in the results could arise from different etiologies and tests used. This study attempts to determine the extent to which the development of verb production is affected in later development in children who had simple partial epilepsy (SPE). Measures of diversity and fluency of three verb types, namely main verbs, auxiliary and copula verbs, and nonfinite verbs were used on three children diagnosed as SPE and compared to control groups. Our main results show a limited production of auxiliary verbs. Further analysis of their productions suggest a telegraphic style of speech, as reflected by a superior production of nonfinite verb type compared with normal children. These findings are interpreted as reflecting long-lasting consequences of early brain damage with respect to language development.
Brain↗
The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age.
Two experiments are presented in which a novel knowledge base was acquired by 6- to 15-year-old children prior to hearing a multiepisode story, and where inferences from the story drew only on that knowledge base. Making knowledge equally available to all children did not attenuate age-related differences in either coherence or elaborative inferencing. Easily accessible knowledge was generally twice as likely to be used to make inferences during text comprehension as was knowledge that took longer to retrieve, though knowledge accessibility was more important for coherence inferencing in younger than in older children. Children made more coherence than elaborative inferences in the context of text comprehension, even though elaborative inferencing was more frequent in a simpler processing situation. Within the context of an available knowledge base, the results provide evidence for the importance of knowledge accessibility in children's inferencing, and for the changing developmental relevance of knowledge accessibility for coherence and elaborative inferencing.
Adolescent↗
Functional magnetic resonance image analysis of a large-scale neurocognitive network.
Many "higher-order" mental functions are subserved by large-scale neurocognitive networks comprising several spatially distributed and functionally specialized brain regions. We here report statistical and graphical methods of functional magnetic resonance imaging data analysis which can be used to elucidate the functional relationships (i.e., connectivity and distance) between elements of a neurocognitive network in a single subject. Data were acquired from a normal right-handed volunteer during periodic performance of a task which demanded visual and semantic processing of words and subvocalization of a decision about the meaning of each word. Major regional foci of activation were identified (by sinusoidal regression modeling and spatiotemporal randomization tests) in left extrastriate cortex, angular gyrus, supramarginal gyrus, superior and middle temporal gyri, lateral premotor cortex, and Broca's area. Principal component (PC) analysis was initially undertaken by singular value decomposition (SVD) of the "raw" time series observed at 170 activated voxels. This revealed a large functional distance (negative connectivity) between visual processing systems and all other brain regions in the space of the first PC. SVD of a matrix of fitted time series, and a matrix of six sinusoidal regression parameters estimated at each activated voxel, were developed as less noisy (more informative) alternatives to SVD of the "raw" data. Canonical variate analysis of denoised data was then used to clarify functional relationships between the major regional foci. Visual input analysis systems (extrastriate cortex and angular gyrus) were colocalized in the space of the first canonical variate (CV) and significantly separated from all other brain regions. Semantic analysis systems (supramarginal and temporal gyri) were colocalized and significantly separated in the space of the second CV from the subvocal output system (Broca's area). These results are provisionally interpreted in terms of underlying hemodynamic events and cognitive psychological theory.
Adult↗
Reproducibility of PET activation studies: lessons from a multi-center European experiment. EU concerted action on functional imaging.
PET activation studies are performed widely to study human brain function. The question of reproducibility, reliability, and comparability of the results of such experiments has never been addressed on a large scale. Recently, 12 European PET centers performed the same cognitive activation experiment in a European Union funded concerted action. The experiment involved a standardized and validated cross-lingual experimental and control task involving verbal fluency. Each center contributed at least 6 subjects. In total there were 77 subjects and 247 scans in each of the two conditions, giving 494 scans in total. We have analyzed each center's dataset and pooled datasets using statistical parametric mapping. We present results that address the consistency of these analyses, discuss the factors that influence their sensitivity, and comment on a number of related methodological issues. We used a MANOVA to test for center, condition, and centre by condition effects and found a strong condition and center effect and weaker interactions. The main effect determining reproducibility was the overall sensitivity of the experiment, to which the scanner and number of scans contribute in a major way, with a marked advantage for 3D scanners and a large field of view. An important conclusion is that data from different centers can be pooled to improve the reliability of results, which is of particular importance for studies in patients with rare conditions.
Adult↗
The trouble with cognitive subtraction.
In this paper we present a critique of pure insertion. Pure insertion represents an implicit assumption behind many (but not all) studies that employ cognitive subtraction. The main contention is that pure insertion is not valid in relation to the neuronal instantiation of cognitive processes. Pure insertion asserts that there are no interactions among the cognitive components of a task. It is possible to evaluate and refute this assumption by testing explicitly for interactions using factorial experimental designs. It is proposed that factorial designs are more powerful than subtraction designs in characterizing cognitive neuroanatomy, precisely because they allow for interactions and eschew notions like pure insertion. In particular we suggest that the effect of a cognitive component (i.e., an effect that is independent of other components) is best captured by the main (activation) effect of that component and that the integration among components (i.e., the expression of one cognitive process in the context of another) can be assessed with the interaction terms. In this framework a complete characterization of cognitive neuroanatomy includes both regionally specific activations and regionally specific interactions. To illustrate our point we have used a factorial experimental design to show that inferotemporal activations, due to object recognition, are profoundly modulated by phonological retrieval of the object's name. This interaction implicates the inferotemporal regions in phonological retrieval, during object naming, despite the fact that phonological retrieval does not, by itself, activate this region.
Attention↗
Neural correlates of naming actions and of naming spatial relations.
Ina [(15)O] water PET experiment, 10 normal subjects retrieved words denoting actions (performed with or without an implement), and another 10 normal subjects retrieved words denoting the spatial relations between objects. Our objective was to test the following hypothesis: that the salient neural activity associated with naming actions and spatial relations occurs in left frontal operculum and left parietal association cortices, but not in the left inferotemporal cortices (IT) or in the right parietal association cortices. There were two control tasks, one requiring a decision on the orientation of unknown faces (a standard control task in our laboratory) and another requiring the retrieval of words denoting the concrete entities used in the action and spatial relations tasks. In accordance with the hypothesis, both naming actions and spatial relations (using the face orientation task as control activated the left frontal operculum; naming actions also activated the left parietal lobe. However, sectors of the left posterior IT were also engaged in both naming actions and spatial relations. When the naming of concrete entities was subtracted from the naming of actions performed with such entities, area MT in the posterior temporo-occipital region was activated bilaterally. On the other hand, when naming of the concrete entities was subtracted from the naming of spatial relations, left parietal activation was found, and when two tasks of naming spatial relations were contrasted to each other bilateral parietal activation was seen, right when abstract stimuli were used and left when concrete objects were used. The activity in posterior IT is thought to be related to object processing and possibly name retrieval at a subconscious level.
Adult↗
An event-related fMRI study of overt and covert word stem completion.
In fMRI studies of language processing, it would be extremely useful to obtain high-quality images during tasks requiring spoken output. Recent studies have suggested that this may be possible, particularly if event-related fMRI methods are used. This study assesses the feasibility of acquiring interpretable images during speech by applying event-related methods to visual word stem completion, a task that has been studied extensively. On each trial, a different three-letter word stem (e.g., COU) was presented visually and subjects were required to generate a word beginning with that stem (e.g., COUSIN). In covert runs, subjects were instructed to say the word once to themselves, without moving their lips. In overt runs, subjects were instructed to say the word once aloud. Ten subjects were scanned during six overt runs and six covert runs at three presentation rates. Data were analyzed using an implementation of the general linear model making no assumptions about response shape. Images were relatively free of artifacts, and regions demonstrating task-related activation were similar to those reported in previous imaging studies. Regions active during overt task performance were similar to those active during covert task performance, with the addition of several regions commonly associated with motor aspects of speech production. Consistent with other studies, magnitude of activation was greater in the overt condition than in the covert condition, and there was a modest decrease in magnitude at the fastest presentation rate. Together, these results help to validate the use of event-related fMRI during tasks that require spoken output. Press
Adolescent↗
An experimental analysis of a program to reduce retail theft.
A program for elementary school-aged youth, designed for and implemented by a retail business, was evaluated. The program included visual instructions to youth, tokens (exchangeable for special prizes) for appropriate verbal behavior, visual feedback to youth, and rewards for reducing merchandise loss, all continued to a criterion level. A 54% reduction in losses of popular youth merchandise was achieved.
Child↗
Changes in self-stimulatory behaviors with treatment.
For four of six autistic children who underwent intensive behavioral treatment, the nature of their self-stimulatory behavior changed from initial "low-level" motor behaviors (such as rocking, spinning, twirling) to differing kinds of "higher-level" behaviors (such as lining of objects, echolalic speech, and preoccupation with spelling and numerical values). The children who changed to the highest levels of self-stimulatory behavior also showed the largest gains in treatment (as determined by IQ scores, school placement, etc.). The changes in self-stimulatory behaviors were attributed to the intense teaching of appropriate social behaviors and the explicit therapeutic suppression of low-level, self-stimulatory behaviors. The long-term therapeutic effects of changing from lower- to higher-level forms of self-stimulatory behavior were discussed.
Achievement↗
A partial solution to the homonym problem: parents' linguistic input to young children.
During early word learning, children may assume a unique form-meaning relationship: that a unique form corresponds to each meaning (Clark, 1987) and vice versa (Slobin, 1985). Homonyms appear to violate this one-to-one mapping, and therefore might prove problematic; for example, all things labeled bat might be put into the odd category 'things that fly and are used to play ball.' We asked whether parents' descriptions of homonyms to their young children provide linguistic information that could help children to differentiate conceptually and linguistically these cases. Fifteen parents described pictured sets of concrete object homonyms and categorically related objects to their young children. Parents described homonyms by using explicit statements of category inclusion, subordinate forms (compounds, e.g., kiwi-bird), and specific forms that flagged the unusual homonym relationship. Parents especially provided distinctive alternating forms for homonym pairs (e.g., iceskate vs. skate-fish) suggesting that they were attempting to preserve the unique form-meaning relationship violated by homonyms. We discuss how such linguistic information might be used by children to differentiate homonyms.
Child, Preschool↗