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Results for “Verbal Behavior”

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At least 973 records · Page 54Linked to original sources
PubMed2000

Verbal and nonverbal neuropsychological test performance in subjects with schizotypal personality disorder.

OBJECTIVE: The authors contrasted verbal and nonverbal measures of attention and memory in patients with DSM-IV-defined schizotypal personality disorder in order to expand on their previous findings of verbal learning deficits in these patients and to understand better the neuropsychological profile of schizotypal personality disorder. METHOD: Cognitive test performance was examined in 16 right-handed men who met diagnostic criteria for schizotypal personality disorder and 16 matched male comparison subjects. Neuropsychological measures included verbal and nonverbal tests of persistence, supraspan learning, and short- and long-term memory retention. Neuropsychological profiles were constructed by standardizing test scores based on the means and standard deviations of the comparison subject group. RESULTS: Subjects with schizotypal personality disorder showed a mild to moderate general reduction in performance on all measures. Verbal measures of persistence, short-term retention, and learning were more severely impaired than their nonverbal analogs. Performance on measures of memory retention was independent of modality. CONCLUSIONS: The results are consistent with previous reports that have suggested a mild, general decrement in cognitive performance and proportionately greater involvement of the left hemisphere in patients with schizotypal personality disorder. The findings provide further support for a specific deficit in the early processing stages of verbal learning.

Adult↗
PubMed2002

A lack of self-consciousness in autism.

OBJECTIVE: This study investigated self-consciousness in autism. METHOD: An incidental memory task was conducted on 18 adults with high-functioning autism and 18 normal comparison subjects. Three kinds of orienting questions (phonological, semantic, and self-referent, i.e., "Does the word describe you?") were asked about target words (adjectives for personality traits) in order to induce different types of processing. This was followed by an unexpected recognition test. RESULTS: While semantic processing resulted in better memory than phonological processing in both groups, self-referent processing yielded better memory performance than semantic processing in the comparison group but not in the autistic group. CONCLUSIONS: The results suggest deficits in self-consciousness in individuals with autism.

Adult↗
PubMed1997

Verbal fluency deficits in geriatric and nongeriatric chronic schizophrenic patients.

This study examined age-related differences and correlates of deficits on phonological and category fluency tasks performed by schizophrenic patients. Equal numbers (n = 41) of geriatric (age > 64) and nongeriatric chronically hospitalized schizophrenic patients were examined with tests of phonological and category fluency, verbal learning and delayed recall, confrontation naming, and reading, as well as overall estimates of cognitive impairment. Both types of fluency tests were performed very poorly by both groups. Age-related differences were found to be statistically significant. In both groups, category fluency impairments were correlated with deficits in naming, while phonological fluency deficits were best predicted by memory impairments. These data suggest that category fluency impairments are part of a general profile of impaired semantic functioning, whereas phonological fluency deficits may be induced by alterations in information processing capacity.

Aged↗
PubMed1975

Gathering naturalistic, objective data on the behavior of schizophrenic patients.

A behavioral observation system, consisting of 12 behavior categories and an apparatus for recording them, was designed as a tool for gathering objective, naturalistic data on the ongoing behavior of hospitalized schizophrenics. After the system was tested and evaluated, it was used to draw behavioral profiles of 62 schizophrenics on two psychiatric wards of a Veterans Administration hospital. The results indicate the labeled schizophrenic is typified by a lack of adaptive behavior, a blankness, and a failure to get involved with his environment.

Adaptation, Psychological↗
PubMed1979

Remarks on certain unique conditions of human aggression (the hand, speech, and the use of fire).

I have tried to single out for study, from the limitless complexity of human physical and mental life, three decisively fundamental elements, which, individually and synergistically, in biological and psychological spheres, have contributed importantly to the distinctiveness of human aggressive behavior and psychology and their transformations. These are: (1) the remarkable development of the human hand; (2) the primordial role of human speech, especially in drive economy; (3) the purposive utilization of fire. The pervasive dynamic importance of human orality and its vicissitudes, in relation to its phylogenetic background, has been stressed throughout. In this connection, the revolutionary role of fire has been brought into drive-economic relationship with the other two critical human instrumentalities. It is suggested that in its myriad roles, ranging from cooking to the prodigious function of sacrifice in human history and psychology, the decisive position of the role of fire in the emergence and development of homo sapiens may conceivably include a significant "overdetermining" position among the multiple elements conditioning the appearance of human speech and language.

Aggression↗
PubMedDate not supplied

The use of selected theatre rehearsal technique activities with African-American adolescents labeled "behavior disordered".

The extensive literature on the overrepresentation of adolescent African-American male learners in classes for students identified as behavior disordered has essentially not addressed the problems caused by teacher reactions to adolescent conversational language use, the qualitative differences in language choices, or the impact of the conversational choices of adolescents on their educational treatment. This article explores how the dramaturgical perspective of selected Theatre Rehearsal Technique (TRT) activities can be used as learning experiences in communication with this student population. If these students gain quantifiable success in their social communication interactions, reassessment of their special education placement might facilitate their entrance into less restrictive educational environments.

Adolescent↗
PubMedDate not supplied

Letter knowledge, phonological processing, and print knowledge: skill development in nonreading preschool children.

Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool (Get Ready to Read). It was anticipated that participants might show slow skill development. However, the identification of a large group of children (n = 30) who made little or no gains in letter identification compared to their classmates (n = 27), whose gains averaged 7 letters, was not anticipated. Fall to spring gains in letter identification correlated with phonological processing, rhyme detection, environmental print, and Get Ready to Read! scores. Age and general cognitive skills influenced performance on some tasks. More knowledge of the characteristics of children who show the most variations in skill development may lead to insights on using classroom curriculum to focus on skill development.

Awareness↗
PubMed1993

The write-say method for improving spelling accuracy in children with learning disabilities.

We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 years) with learning disabilities were introduced to the write-say procedure within a multiple-baseline design. Compared to control conditions (i.e., studying words on one's own), experimental procedures significantly enhanced subjects' spelling accuracy in a brief period of time. The write-say procedure was also advocated as a cost-effective method of spelling instruction for small classroom settings.

Adolescent↗
PubMed2001

Enhancing conversation skills in children with autism via video technology. Which is better, "self" or "other" as a model?

The present study was designed to compare the efficacy of "self" versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.

Autistic Disorder↗
PubMed1992

Social skills training and negative symptoms.

Schizophrenic patients with severe negative symptoms may have an impaired capacity to benefit from social skills training (SST), and their negative symptoms may show little change as a result of SST. The present study, employing a multiple-baseline design across-behaviors with three patients who had prominent negative schizophrenic symptoms, combined nonverbal skills training with the Stacking the Deck social skills game. Further, the study examined changes in both social skills (assessed using role-play and conversation tests) and negative symptoms. Depression, extrapyramidal side effects, and positive symptoms were also monitored. Modest improvements in social skills and negative symptoms were achieved. There was little evidence of a training effect. The unstable baselines may have contributed to this finding. It is important for further research to employ comprehensive patient-assessment procedures.

Behavior Therapy↗
PubMed2003

Contemporary racism in australia: the experiences of Aborigines.

In recent decades, social psychologists have suggested that contemporary racism is more subtle in nature than it had been in previous times. However, such theorizing has been from the perspective of the perpetrators. The present study follows a small number of other studies that have focused on the perspective of the victims of racism. It investigated the experiences of racism reported by 34 Aboriginal Australians during semi-structured, open-ended interviews. The data suggest that racism is experienced commonly and frequently by the participants and that much of it is overt or old-fashioned rather than subtle and modern. It is argued that if the data are reflective of what happens in intergroup encounters, social scientists may have embraced the theories of modern racism too readily. This may have contributed to the maintenance of social institutions that impact negatively on the minority populations in the community.

Adolescent↗
PubMed2001

Non-serotonergic pharmacological profiles and associated cognitive effects of serotonin reuptake inhibitors.

The current study was carried out to investigate the cognitive effects of two serotonin reuptake inhibitors (SSRIs), sertraline and paroxetine, with special reference to differences in their affinity for other neurotransmitter systems, i.e. anticholinergic activity of paroxetine and putative dopamine reuptake activity of sertraline. The study was conducted according to a double-blind, three-way cross-over design. During three treatment periods of 2 weeks, 24 healthy middle-aged (aged 30-50 years) subjects of both sexes received sertraline (50 mg on days 1-7, 100 mg on days 8-14), paroxetine (20 mg on days 1-7, 40 mg on days 8-14) and placebo. Paroxetine specifically impaired delayed recall in a word learning test at a dose of 20 and 40 mg. Sertraline did not affect word learning but improved performance on a verbal fluency task at a dose of 50 and 100 mg. Neither drug affected performance on a short-term memory scanning task. These subtle but significant changes in cognitive performance can be explained by subtle differences in pharmacological profiles of these SSRIs. The additional anticholinergic effects of paroxetine could account for its induction of long-term memory impairment. Similarly, the additional dopaminergic effects of sertraline could account for its induction of slightly improved verbal fluency. The impairing and facilitating cognitive effects of paroxetine and sertraline, respectively, may be more pronounced in the elderly depressed patient.

Adult↗