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Results for “Verbal Behavior”

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At least 847 records · Page 47Linked to original sources
PubMed1999

Lexical, semantic, and action verbal fluency in Parkinson's disease with and without dementia.

Previous research suggests that lexical and semantic verbal fluency are differentially sensitive to the effects of cortical and subcortical dementias, but little is known about action fluency performance in dementias. The present study compared lexical, semantic, and action fluency in groups of patients with Parkinson's disease (PD) with and without dementia and an elderly control group. Findings revealed an interaction between fluency type and subject group. Although the demented PD (PDD) group performed significantly more poorly than their non-demented counterparts and normal controls on all three fluency tasks, a disproportionate disparity in scores was noted on the action fluency task. The findings suggest that action fluency may be particularly sensitive to PD-associated dementia and may be an early indicator of the conversion from PD to PDD. As reported elsewhere, PD without dementia was not associated with significant impairment on any of the fluency tasks.

Aged↗
PubMed2003

Investigation of supervisory attentional system functions in patients with Parkinson's disease using the Hayling task.

The study explored executive dysfunction in Parkinson's disease (PD) by using the Hayling test (Burgess & Shallice, 1996) and verbal fluency tasks (VFTs). PD patients showed longer response latencies than controls in both parts of the Hayling test (Section A/automatic and Section B/inhibition). Patients and controls did not differ in the proportion of errors or number of responses that revealed the use of strategies. PD patients also showed verbal fluency deficits in semantic, phonemic, and alternating fluency tasks. These impairments on tests known to be sensitive to frontal lobe dysfunction confirm executive or Supervisory Attentional System (Norman & Shallice, 1986) deficits and further indicate suppression skills impairments in PD.

Aged↗
PubMed2003

Effects of age, education and gender on verbal fluency.

The objective was to study the effects of age, education and gender on verbal fluency in cognitively unimpaired, older individuals. The methods used were as follows: cognitively unimpaired elderly (55-84 years) subjects (n=153), were administered category (animal) (CF) and letter (/pa/) (LF) fluency tasks, in their native language of Malayalam. Results and conclusions were (1) Level of education, but not age or gender, significantly influence LF. (2) Level of education (directly) and in the elderly subjects, age (inversely) affect CF. (3) Age, but not education, has a differential effect on the tasks of verbal fluency, influencing CF more than LF.

Age Factors↗
PubMed2003

The speech and vocalization patterns of boys with ADHD compared with boys with dyslexia and boys without learning disabilities.

This research study dealt with an inquiry into the speech and vocalization patterns of boys with Attention Deficit Hyperactivity Disorder (ADHD) who were not under the influence of stimulating medication, compared with the speech and vocalization patterns of boys with reading disabilities and a control group of learners without learning disabilities. The voices of 105 participants were recorded during interviews and analyzed in the laboratory using equipment that examined the temporal speech patterns and physical features of vocalization. The speech patterns were examined with a frequency examination, speech unit length duration, and correlation between the vocalization and pauses in the speech unit. The physical features of vocalization were examined with volume and frequency scales. The research results indicated that the speech and vocalization patterns of boys with ADHD were significantly different from those of boys with reading disabilities and from the boys in the control group. The results support the assumption that speech and vocalization indicators can be used as objective indicators for the diagnosis of hyperactivity syndrome with attention and concentration difficulties.

Articulation Disorders↗
PubMed1994

Sex differences in parental influences on children's story-telling skills.

Acquisition of story-telling skills is an aspect of language development that is influenced by hearing parental story telling. Because discourse between parent and child is affected by the sex of both parent and child, we hypothesized that sex differences would affect parental story telling and children's acquisition of story-telling skills. For this study, 24 children (12 girls, 12 boys) told a story from a picture book both before and after hearing a parent (12 mothers or 12 fathers) tell the story. Children's stories improved after hearing a parent tell the story. Sons told stories containing more evaluatives (linguistic forms believed to promote better comprehension and memory of stories) after hearing mother's rather than father's story telling, and daughters told stories containing more evaluatives after hearing father's, rather than mother's, story telling. There were no differences in mothers' and fathers' use of evaluatives when telling stories to sons as compared with daughters.

Child↗
PubMed1997

Middle- and working-class black and white children's speech during a picture-labeling task.

The speech of 9 middle-class Black, 9 middle-class White, 9 working-class Black, and 9 working-class White preschool children was examined during a picture labeling task. The groups were found to be similar in levels and forms of labeling. There were class differences and race differences among the children: Middle-class and White children labeled more and provided more information about objects. Existing data from the children's parents indicate that there are many ways in which the groups of children resemble and differ from their parents in their labeling. The present findings demonstrate the influence of social context in shaping children's labeling and the simultaneous influence of the children's independent structuring of their labeling.

Black or African American↗
PubMed1992

The beliefs adults and children hold about television and video games.

In Phase 1 of this study, we asked 23 parents between the ages of 30 and 52 years and 26 children between the ages of 10 and 19 years to list effects of television and video games on children. A questionnaire was developed using the most frequently given responses (e.g., television influences children's aggressive behavior, verbal abilities, or time with friends). In Phase 2, this questionnaire was administered to different groups of parents and children and a control group of adults without offspring (N = 204) who were asked to rate the influence of each item on the questionnaire. Multivariate analyses of variance indicated that there were similarities and differences among the groups. For example, parents and other adults held similar beliefs about the influence of television, but parents held more positive beliefs about the influence of video games than the other adults. Children held more positive beliefs about the influence of television than parents, but parents and children held similar beliefs about the influence of video games.

Adolescent↗
PubMed1977

Strategies and techniques for the reduction of sexual anxiety.

In this paper 14 anxiety-reduction techniques are discussed: use of bibliotherapy, use of audiovisual materials, in vivo desensitization via written, programmed exercises; self-exploration/masturbation training; orgasmic reconditioning; simulated orgasm experiences; implosion techniques; sex word desensitization; sexual assertion training; therapist modeling/self-disclosure; systematic desensitization; and cue-controlled relaxation. The sex therapist can integrate these techniques into the sex therapy contract with individuals or couples and use them either singly or in a sequential multiple technique format to reduce sexual anxiety.

Anxiety↗