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PubMedDate not supplied

Gender, anger expression style, and opportunity for anger release determine cardiovascular reaction to and recovery from anger provocation.

This study represents an extension of Hokanson's research, which showed that for men anger release after provocation tends to accelerate cardiovascular recovery. The objective of this study was to investigate how gender and habitual style for anger-in or anger-out behavior modulate the effect of anger provocation and release. Male and female subjects (N = 105) were classified as anger-in/anger-out only when a double criterion (i.e., self-report and peer evaluation) was satisfied. Following a state anger rating at pre-test, subjects were harassed during the performance of a 12-minute math task. After task completion, subjects were randomly assigned to one of two 10-minute recovery protocols a) having an opportunity to release negative affect, and b) not not having such an opportunity. All groups (including the anger-ins) that had an opportunity to express negative affect did in fact express similar levels of anger. Men reacted more strongly to the math task performed under anger provocation on all cardiovascular indices. Anger expression style as a trait-type disposition was important for the recovery process in women whereas the situational manipulation (i.e., the opportunity to release anger) had specific effects on the recovery process of men. Opportunity to release anger facilitated heart rate recovery (and to a lesser degree diastolic pressure recovery) in men but not in women. Women with anger-in tendencies on the other hand displayed better systolic pressure recovery than female anger-outs whereas no such effects were observed in men.

Adjustment Disorders↗
PubMedDate not supplied

Better oral reading and short-term memory in midlife, postmenopausal women taking estrogen.

OBJECTIVE: Considerable controversy surrounds the issue of whether estrogen influences cognitive function in postmenopausal women, and the results are far from consistent. For the most part, the cognitive processes studied have involved memory; to our knowledge, no previous studies have specifically examined the effects of estrogen on women's reading ability. DESIGN: To investigate reading and short-term memory in postmenopausal women treated with conjugated equine estrogens, we carried out a randomized, double-blind, placebo-controlled trial of 21 days in 60 midlife, postmenopausal women aged 32.8 to 64.9 years (mean 51.2 years, SD 5.0 years). Women were evaluated for oral reading measured by Gray Oral Reading Tests (third edition) and for verbal memory using immediate and delayed recall on the Logical Memory and Paired Associate Learning subtests of the Wechsler Memory Scale and by a Sentence Span task. RESULTS: The group receiving daily treatment with conjugated equine estrogens (Premarin, 1.25 mg; Wyeth-Ayerst Labs, Philadelphia, PA, USA) showed better oral reading and verbal memory performance than the placebo group. CONCLUSION: Estrogen may have positive effects on oral reading and verbal memory in midlife, postmenopausal women.

Adult↗
PubMedDate not supplied

The effect of galantamine added to clozapine on cognition of five patients with schizophrenia.

Although clozapine may be beneficial for the treatment of cognitive dysfunction in schizophrenia, it may also impair some cognitive skills as a result of its anticholinergic activity. In this case series, the impact of galantamine administration on 5 patients with schizophrenia who had been treated with clozapine are reported. Neuropsychological assessment was administered before and after 8 weeks of 16 mg/d galantamine treatment. In this case series, galantamine was well tolerated by all of the patients. Three of the patients were much improved in sustained attention tasks. Most of the patients were also improved in psychomotor speed and selective attention tasks. Two patients with low pretreatment memory scores seemed to also be improved. Our results suggest that the possible role of galantamine as a cognitive enhancer in schizophrenia should be investigated in controlled trials.

Adult↗
PubMed2006

Letter selection and letter assembly in acquired dysgraphia.

OBJECTIVE: We explored the constituents of the graphemic buffer in a patient with acquired dysgraphia and tested the hypothesis that the graphemic buffer is composed of 2 dissociable components: letter selection and letter assembly. BACKGROUND: Research on dysgraphia has established the graphemic buffer as a component of the spelling mechanism, and the buffer is considered a short-term memory store that is critical for letter production. However, little is known about the components within the buffer. METHOD: We devised 2 spelling tasks that rely differentially on letter selection and letter assembly. In the selection task, our patient produced the letters that composed a target word, but she did not have to provide serial position information. In the assembly task, B.H. was given all the letters of a target word and was asked to spell the word by arranging the letters in the proper serial order. RESULTS: Compared to spelling to dictation, our patient did not benefit from being given letter identity information (ie, assembly task), but her performance improved significantly when position information was available (ie, selection task). CONCLUSIONS: Based on these data, and the comparison of her performance with another dysgraphic patient, we propose that the graphemic buffer engages in both letter selection and letter assembly.

Aged↗
PubMed2002

Inhibited power motivation and persuasive communication: a lens model analysis.

The authors tested the hypothesis that after motive arousal, individuals with an inhibited power motive (IPM) would excel at a persuasive task and explored the behavioral strategies IPM individuals use to that purpose. Sixty-eight participants presented their point of view on a controversial subject to another person. Power motivation and inhibition were both assessed by a picture-story test. Prior to their presentation, half of the participants imaginatively explored the ensuing task. The other half was assigned to a no-imagery control condition. Lens model analysis of videotaped presentations revealed that IPM participants in the imagery condition were judged to be the most persuasive of all participants. This interactive effect of power motivation, inhibition, and imagery condition was accounted for by three behavioral cues: verbal fluency, gesturing, and eyebrow lifts. No comparable effects emerged among no-imagery participants.

Adult↗
PubMedDate not supplied

Biases in young children's communication about spatial relations: containment versus proximity.

Four experiments examined 3- and 4-year-olds' ability to communicate about containment and proximity relations. One hundred twenty-eight children either described where a miniature mouse was hiding in a dollhouse or they searched for the mouse after the experimenter described where it was hiding. The mouse was always hidden with a small landmark that was either in or next to a large landmark. When describing where the mouse was hiding, children were more likely to successfully disambiguate the small landmark when it was in the large landmark (e.g., under the plant in the dresser) than when it was next to the large landmark (e.g., under the plant next to the dresser). When searching for the mouse, 3-year-olds were faster to initiate their searches when the small landmark was in the large landmark than when it was next to the large landmark. Together, these results suggest that there are informational biases in young children's spatial communication.

Child Behavior↗
PubMedDate not supplied

Mother-child conversational interactions as events unfold: linkages to subsequent remembering.

The study reported here was designed to examine linkages between mother-child conversational interactions during events and children's subsequent recall of these activities. In this longitudinal investigation, 21 mother-child dyads were observed while they engaged in specially constructed activities when the children were 30, 36, and 42 months of age. Analyses of the children's 1-day and 3-week recall of these events indicated that at all age points, features of the activities that were jointly handled and jointly discussed by the mother and child were better remembered than were features that were either (1) jointly handled and talked about only by the mother, or (2) jointly handled and not discussed. Potential linkages were also explored between incidental memory for personal experiences and deliberate recall of familiar but arbitrary materials. In this regard, children's recall of the special activities was positively correlated with their recall of objects in a deliberate memory task performed at 42 months.

Child, Preschool↗
PubMedDate not supplied

How children use input to acquire a lexicon.

The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social-pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother-child conversation, but no effects of social aspects of those conversations. The findings further revealed that the properties of data that benefit lexical development in 2-year-olds are quantity, lexical richness, and syntactic complexity. The nature of the computational mechanisms implied by these findings is discussed. An integrated account of the roles of social and computational processes to lexical development is proposed.

Child, Preschool↗
PubMedDate not supplied

Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s.

There has been much discussion about whether certain aspects of human learning depend on the abstraction of rules or on the acquisition of frequency-based knowledge. It has usually been agreed, however, that the spelling of morphological patterns in English (e.g., past tense -ed) and other languages is based on the acquisition of morphological rules, and that these rules take a long time to learn. The regular plural -s ending seems to be an exception: Even young children can spell this correctly, even when it is pronounced /z/ (as in bees). Reported here are 3 studies that show that 5- to 9-year-old children and adults do not usually base their spellings of plural real-word and pseudo-word endings on the morphological rule that all regular plurals are spelled with -s. Instead, participants appeared to use their knowledge of complex but untaught spelling patterns, which is based on the frequency with which certain letters co-occur in written English.

Child↗
PubMedDate not supplied

Preschool children use linguistic form class and pragmatic cues to interpret generics.

Generic noun phrases (e.g., "Bats live in caves") are important for expressing knowledge about abstract kinds. Past work has found that parents frequently use generic noun phrases in their speech to young children. However, little is known regarding how children understand these expressions, nor which cues signal generic meaning. The present set of 5 studies examined the influence of linguistic form class (e.g., "What color are dogs?" [generic] versus "What color are the dogs?" [nongeneric]) and of pragmatic context (e.g., "What color are they?" in the presence of either a single exemplar [generic] or multiple exemplars [nongeneric]). Participants were 2-year-olds (N = 42), 3-year-olds (N = 40), 4-year-olds (N = 40), and adults (N = 51). The data indicate that by 2 years of age, children use linguistic form class, and by 3 years of age, children use pragmatic context. These findings demonstrate that young children have begun to understand the distinction between generic and nongeneric noun phrases from a very young age, and that identification of generics is signaled not by formal or pragmatic cues alone, but by a combination of information from both language form and pragmatic context. It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics.

Adolescent↗
PubMed2001

Integration: an agenda for developmental research.

In their magnum opus, Lakoff and Johnson (1999) argued for a philosophy in the flesh. The research presented in the Monograph describes psychology in the flesh. There are ways to measure the changing constellations of interacting systems that influence and transform one another during development and many models to conceptualize the resulting patterns (Flavell, 1972). Development may consist of changing patterns of transactions among internal and external systems (Oyama, 1999). As Bloom and Tinker note, "Development leads to a variety of different abilities.... However, another developmental task not ordinarily considered is the integration of these abilities ... in a seamless pattern of contingency in everyday events." Development consists of more than acquisition; it consists of changing patterns of integration, and changing patterns of use of multifaceted abilities.

Child↗
PubMed2003

Correlation between language organization and diffusion tensor abnormalities in refractory partial epilepsy.

PURPOSE: Atypical language organization is more frequently found in patients with refractory partial epilepsy than in healthy controls; however, the reasons for this are not well known. Here we assess the relation between language laterality index (LI) and white-matter tract changes. METHODS: Nine patients with refractory partial epilepsy were assessed with a 3-T GE scanner. Functional magnetic resonance imaging (fMRI) of language and diffusion tensor imaging (DTI) were acquired. For the fMRI, a noun-verb generation task was performed, all images were motion corrected, and activated pixels in classic language areas were counted. The DTI images were acquired in six standard directions with an initial non-diffusion-weighted scan. The "average anisotropy" was determined in a region of interest in the frontal lobe, temporal lobe, and parietal lobe white matter. An asymmetry index (AI) was calculated for language and DTI. Atypical language lateralization was diagnosed if the lateralization index (LI)-language was smaller than 0.4. RESULTS: Two of the nine patients had atypical language localization (LI-language, -0.6, and 0.3); both had left temporal DTI asymmetry (LI-DTI, -0.3 and -0.2). The remaining seven patients had typical language localization, and no marked DTI abnormalities. Asymmetry in temporal lobe DTI correlated with LI-language (r= 0.8; p = 0.006). CONCLUSIONS: Atypical language lateralization in patients with partial epilepsy may be associated with white-matter tract abnormalities.

Adolescent↗
PubMedDate not supplied

Language development in a non-vocal child.

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

Attention↗