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Results for “Verbal Behavior”

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At least 1,045 records · Page 58Linked to original sources
PubMed2000

Psychotherapy with multiple-sclerosis patients.

We wanted to find out if psychotherapy may influence the course of the physical aspects of multiple sclerosis and the consequences of psychotherapy for coping processes. 46 patients diagnosed with multiple sclerosis who had chosen to undergo a 1-yr. group psychotherapy treatment were compared with a control group of 24 multiple-sclerosis patients without such treatment. They were given the Giessen test (personality test), the Achievement Capacities Questionnaire by Kesselring, an intensive interview as well as the content analysis scales of verbal behavior by Gottschalk and Gleser. The various tests were carried out at each of four times of measurement with a 2-yr. follow-up. There were significant changes in the area of relationships and aggressive loosening (interview) between the Therapy and Control groups. Several changes were also found with regard to physical symptoms (Achievement Capacities Questionnaire) in the Therapy group compared to the Control group, e.g., increases in physical mobility and decreases in care of the body. The decreases appear to be a known effect of therapy with psychosomatic disorders. We interpret it psychoanalytically as resistance against releasing anxiety of counter-cathected motives which multiple sclerosis helps to keep unconscious. In a follow-up, the Therapy group showed greater optimism and physical improvements, e.g., decrease in feeling cold and lack of energy. Some positive changes appeared in both groups, such as, for example, an improvement of cognitive impairment (Gottschalk & Gleser). It appears that the attention from the research itself may have affected both groups because some members of both groups were in contact and hence the Control group was also informed about the research project and its underlying hypothesis.

Activities of Daily Living↗
PubMed2004

Increased sense of identity in delusional disorders.

Language, which is unique in each subject, can reflect how a patient copes with disease. The method ALCESTE used here made it possible at the same time to analyse the subject's verbal behavior and speech patterns at several levels. The present study was designed to analyse during a 3-mo. period the language production of subjects with paranoia exhibiting delusional disorder (nonbizarre delusions without any hallucination) of imaginative subtype. The subjects produced very specific speech without any semantic or syntactic impairment and disruption in language or thinking processes, but with a poverty of speech content. The main feature of the study was the analysis of the underlying syntactic processes showing that the tested patients presented a "hard" sense of identity: the patient found always a strong place for himself among the various types of discourse whatever their topics.

Adaptation, Psychological↗
PubMed2006

Language learning in Down syndrome: the speech and language profile compared to adolescents with cognitive impairment of unknown origin.

Children and adolescents with Down syndrome show an emerging profile of speech and language characteristics that is typical of the syndrome (Chapman & Hesketh, 2000; Chapman, 2003; Abbeduto & Chapman, 2005) and different from typically developing children matched for nonverbal mental age, including expressive language deficits relative to comprehension that are most severe for syntax, and, in adolescence, strengths in comprehension vocabulary, improvements in expressive syntax, but losses in comprehension of syntax (Chapman, Hesketh & Kistler, 2002). Here we compare 20 adolescents with Down syndrome to 16 individuals with cognitive impairment of unknown origin, statistically matched for age and nonverbal mental age, to show that the age-related strengths in vocabulary comprehension are not limited to the Down syndrome phenotype, but are limited to a certain type of vocabulary test: for both groups, performance on the Peabody Picture Vocabulary Test-3 is significantly greater than performance on the vocabulary subtest of the Test of Auditory Comprehension of Language-3, which does not differ from the syntax comprehension subtests. Vocabulary size, but not conceptual level, is a strength for adolescents with cognitive impairment. In contrast, deficits in auditory-verbal working memory, syntax and vocabulary comprehension, and narration of picture-books without an opportunity to preview them are all specific to the adolescent group with Down syndrome. The expressive language deficit disappears when a preview opportunity and picture support is given.

Adolescent↗
PubMed1989

Cortical DC-potentials as electrophysiological correlates of hemispheric dominance of higher cognitive functions.

Cortical activation during cognitive processing was assessed with a new, noninvasive electrophysiological method: Cortical DC-potentials were recorded from frontal, central, temporal and parietal electrode positions on the scalps of 150 normal adult subjects while they performed cognitive tasks involving language, calculation, music and spatial vision. During the 10-s registration period, shifts in DC-potentials were analyzed with reference to a baseline 3-s preperiod. 15-30 trials were averaged. A lateralized preponderance of negativity by more than 3 microV was used as the criterion of hemispheric dominance. Language tasks caused left-sided lateralization in 76% of the right-handers (n = 80), bilaterally equal surface negativity in 15% and right-sided lateralization in 9%. During the same tasks, 22% of the left-handers (n = 45) had right-sided lateralization. Calculation tasks produced left-sided lateralization in 65% of the right-handers and left-handers. Music tasks caused more right-sided (53%) than left-sided (39%) lateralization dependent on musical training. Visuospatial processing yielded a right temporoparietal lateralization in 77%.

Adolescent↗
PubMed1972

Class talk.

Explore the source record for details and available documents.

Child↗
PubMed2006

Picture-naming norms for Canadian French: name agreement, familiarity, visual complexity, and age of acquisition.

The present study provides Canadian French normative data for 388 line drawings from the European Picture Pool for Oral Naming (Protocole européen de dénomination orale d'images; PEDOI; Kremin et al., 2003). One hundred eighty subjects were equally distributed for age group (18-39,40-59, 60-85), educational level (low, high), and sex. They rated pictures of objects on age of acquisition, name agreement, familiarity, and visual complexity. Syllable length and word frequency were also taken into account. The present study suggests that age of acquisition and name agreement show significant age-related differences. These results show that unequivocal interpretation of age-related differences can be made when age-appropriate norms are used.

Adolescent↗
PubMed2006

Dissociating the influence of familiarity and meaningfulness from word frequency in naming and lexical decision performance.

Performance in two experiments was compared on a list of words of high and low frequency in which familiarity/meaningfulness (FM) was balanced and on a list of high- and low-frequency words in which FM was confounded with frequency (i.e., high frequency--high familiarity vs. low frequency--low familiarity). Both repetition and task (lexical decision and naming) were investigated. In the lexical decision task of Experiment 1, both frequency and repetition effects were larger in the list with FM confounded than in the list with FM matched. In the naming task, frequency and repetition effects and their interaction were significant, but there was no influence of FM list context. In Experiment 2, in which the repetitions occurred across blocks, as opposed to randomly intermixed within a list, similar results were found; however, there was no interaction between list and repetition. The results suggest that an evaluation of items in terms of their meaning and familiarity explains a large part of the variance, only in lexical decision. These dimensions may be cued both by subjective feelings of familiarity and the extent to which semantic information is available and by episodic traces due to recent encounters with the item.

Attention↗
PubMed2005

Contextual control over lexical and sublexical routines when reading english aloud.

Are the processes responsible for reading aloud single well-formed letter strings under contextual control? Despite the widespread contention that the answer to this question is "yes," it has been remarkably difficult to provide a compelling demonstration to that effect. In a speeded naming experiment, skilled readers read aloud exception words (such as PINT) that are atypical in terms of their spelling sound correspondences and nonwords (such as FLAD) that appeared in a predictable sequence. Subjects took longer to name both words and nonwords when the item on the preceding trial was from the other lexical category, relative to when the preceding item was from the same lexical category. This finding is consistent with the relative contributions of lexical and sublexical knowledge being controlled. We note a number of different ways that this control could arise and suggest some directions for future research.

Awareness↗
PubMed2003

Paralinguistic correlates of conceptual structure.

How is conceptual knowledge transmitted during conversation? When a speaker refers to an object, the name that the speaker chooses conveys information about category identity. In addition, I propose that a speaker's confidence in a classification can convey information about category structure. Because atypical instances of a category are more difficult to classify than typical instances, when speakers refer to these instances their lack of confidence will manifest itself "paralinguistically"--that is, in the form of hesitations, filled pauses, or rising prosody. These features can help listeners learn by enabling them to differentiate good from bad examples of a category. So that this hypothesis could be evaluated, in a category learning experiment participants learned a set of novel colors from a speaker. When the speaker's paralinguistically expressed confidence was consistent with the underlying category structure, learners acquired the categories more rapidly and showed better category differentiation from the earliest moments of learning. These findings have important implications for theories of conversational coordination and language learning.

Cognition↗