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[Effects of estrogen supplementation on psychological variables in climacteric women].
BACKGROUND: The beneficial effects of estrogen supplementation in climacteric women are clear. However, their psychological effects are not well documented. AIM: To study the effects of estrogen supplementation on psychological variables in climacteric women. SUBJECTS AND METHODS: Forty postmenopausal women were divided in two groups to receive a daily dose of 2 mg oestradiol valerate and 2.5 mg medroxyprogesterone acetate or an identical placebo during six months. Initially and at the end of the treatment period, they were subjected to a psychiatric interview and the Graffar, Hamilton and Eysenk personality tests were applied. Also, an Analysis of Verbal Behavior was used, that results in hope and hopeless scores. RESULTS: There were no differences in the initial assessment between the two treatment groups. In women receiving hormonal supplementation, the Hamilton score decreased from 11.2 to 4.9 (p < 0.002) and in women receiving placebo from 8.1 to 5.3 (NS). No other significant changes in psychological tests were observed. CONCLUSIONS: Hormonal supplementation decreases the Hamilton depression score in postmenopausal women.
Male homosexual behavior and ego function strategies in the group encounter.
This paper analyzes characteristic patterns of interaction by male homosexuals in the group treatment context according to both psychodynamic and behavioral criteria. Extensive clinical observation has yielded an overview of high probability homosexual response in group settings to the masculine male, older male, feminine male, feminine female, older feminine female, and masculine female. The nature of self-exploration and expression of intimacy is affected deeply by certain key intrapsychic factors and subtle situational cues. The paper stresses the critical importance associated with group leaders acquiring an understanding of antecedents to personality deficits in male homosexuals.
Interaction between a teacher and the non-speaking as well as speaking children in the classroom.
This study examined the verbal interactions which occurred between a teacher and two groups of children (children who were non-speaking as well as children who were speaking). Descriptive data, generated by analysing ten lessons, suggested that the teacher's interaction with the children who were non-speaking differed, in terms of quantity and quality. She directed approximately 10% less interaction at each of the three non-speaking children, when compared with the number of interactions that she directed at each of the five speaking children. However, she did not spend an equal amount of time interacting with each of the non-speaking children. Her interaction with the non-speaking children was dominated by questions, attention directing and requesting. Verbalization types, such as answering and imitating did not occur at all in the teacher's interaction with the non-speaking children. This implies that the non-speaking children's learning experiences in the classroom differed from the speaking children's learning experiences. Possible reasons for these discrepancies were proposed, namely that the teacher's attitudes, skill and knowledge played a role, but the non-speaking children's lack of access to communication was also considered to be a factor in determining the amount and type of interaction.
[The Göttingen audiometric speech test for children. II. Speech audiometry of the pre-school child with a monosyllabic picture-test (author's transl)].
The Göttingen audiometric speech test was originally developed for testing three to four-year old children as well as retarded children. A refinement of this test supplements the original test in order to test five and six-year old children. This latter test follows the same advantages by using one-syllable nouns in combination with four different pictures. These pictures present words containing the same vowel but in contrast to the earlier test, the word list is expanded from twenty to 100 words. Standardization of the test was obtained by testing 62 five and six-year old normal children.
Right-hemispheric damage and verbal problem solving behavior.
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Interactions between alcoholics and their wives: a descriptive analysis of verbal and nonverbal behavior.
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Parent-child interaction in the laboratory: effects of role, task, and child behavior pathology on verbal response mode use.
Fourth-, fifth-, or sixth-grade children identified as aggressive, withdrawn, or nondeviant by a consensus of teacher and peer ratings interacted with one of their parents in a modified revealed difference task. Transcripts of the interactions were coded according to a taxonomy of verbal response modes (VRMs). Comparison of VRM profiles showed small and equivocal differences between trait groups. However, differences between roles (parent and child) and differences between two phases of the task ("reach agreement" on a problematic situation and "tell you how you feel" in that situation) were large and highly significant. Results support the hypothesis that intersubjective coding categories, such as VRMs, are sensitive to role, task, and relationship variables but relatively insensitive to enduring individual differences in personality or behavior pathology.
Verbal coercive sexual behavior among college students.
Coercive sexual behavior exists at alarming rates on college campuses. Researchers attempting to identify factors related to sexual coercion have primarily investigated either the coercing college male or the coerced college female, independent of relationship factors. The present study investigated the prevalence of verbal sexual coercion, the beliefs and attitudes of sexually coercive and noncoercive men, and the differences in affective states between groups and at different stages of relationship development. Undergraduate students were grouped on the basis of their self-reported sexual experience history as being sexually inexperienced, having had consensual sexual relationships only, or having had coercive sexual relationships. Also, subjects who reported having been sexually experienced were asked to rate the nature of their relationship to their sexual partner. Subjects completed measures referring to sexual attitudes, sexual arousal patterns, and the emotional components of a sexual encounter. Analyses indicated that 42% of the males in the sample had engaged in verbal sexual coercion. Differences on the measures were found between the sexual experience groups and the relationship type subgroups. Results are discussed in the context of the situational model, in which the coercive male plays an active role in shaping his environment.
Modulation of a brain-behavior relationship in verbal working memory by rTMS.
We investigated whether the brain-behavior relationship (BBR) between regional cerebral blood flow (rCBF) as measured by positron emission tomography (PET) and individual accuracy in verbal working memory (WM) can be modulated by repetitive transcranial magnetic stimulation (rTMS) of the left or right middle frontal gyrus (MFG). Fourteen right-handed male subjects received a 30-s rTMS train (4 Hz, 110% motor threshold) to the left or right MFG during a 2-back WM task using letters as stimuli. Simultaneously an rCBF PET tracer was injected and whole-brain functional images were acquired. A hypothesis-driven region-of-interest-analysis of the left and right MFG BBR as well as an explorative whole-brain analysis correlating the individual accuracy with rCBF was carried out. Without rTMS we found a negative BBR in the left but no significant BBR in the right MFG. This negative BBR is best explained by an increased effort of volunteers with an inferior task performance. Left-sided rTMS led to a shift of the BBR towards the superior frontal gyrus (SFG) and to a positive BBR in anterior parts of the left SFG. With rTMS of the right MFG the BBR was posterior and inferior in the left inferior frontal gyrus. Beyond the cognitive subtraction approach this correlation analysis provides information on how the prefrontal cortex is involved based on individual performance in working memory. The results are discussed along the idea of a short-term plasticity in an active neuronal network that reacts to an rTMS-induced temporary disruption of two different network modules.
GROUP OPERANT BEHAVIOR: EFFECTS OF TAPE-RECORDED VERBAL REINFORCERS ON THE BAR-PRESSING BEHAVIOR OF PRESCHOOL CHILDREN IN A REAL-LIFE SITUATION.
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[The significance of exteropropioception (tactile-kinesthetic system) for verbal and nonverbal behavior following brain lesions].
Brain performance is organized by complex feedback networks. Lesions disrupt and short-circuit the older phylogenetic behaviour. Recovery takes place by bridging over, essentially induced by sensory input. Given its plurality, exteroproprioception is the most powerful modality of input. A model of its stimulation ("guidance of movements in problem-solving every day tasks") reaching attention and cooperation of heavily injured patients is summarized, and arguments in favour of it are advanced.
Acquisition, maintenance, and generalization of productive intraverbal behavior through transfer of stimulus control procedures.
The acquisition of productive intraverbal behavior involving the emission of thematically related responses was evaluated. Three mentally retarded children participated in this study and a multiple-probe design was used in training productive intraverbal behavior (three stimulus classes). Training was conducted using an errorless discrimination procedure (prompt delay) and a variation of this to transfer vocal responses from control of visual stimuli (tact behavior) to verbal stimuli (intraverbal behavior). Reinforcement probability was equal for correct responses prior to and following a prompt and incorrect responses were ignored. Acquisition criteria were reached when subjects emitted 80-100% correct responses and more than four different responses per session during three consecutive sessions. These criteria were achieved in all three subjects. Prompt delay procedure produced no incorrect responses, decreased acquisition criteria slightly over time, produced responses generalization during training, and increased comprehensive intraverbal behavior after training productive intraverbals. Variations in prompt delay procedure produced the same results except a low rate of errors and chaining of different responses per trial appeared when an additional prompt was implemented.
[A developmental study of the effects of the contents of self-verbalization on the waiting behavior].
The effects of overt self-verbalizations with different contents were examined developmentally with an experimental paradigm under which children were to resist temptation while waiting alone. Subjects, either four or six year old, were forbidden to touch attractive toys while the experimenter was out of the room, and were variously instructed to self-verbalize during the period. "Task-oriented" subjects were to verbalize what they were told not to do. "Positive temptation-oriented" subjects were instructed to talk about the attractiveness of the forbidden objects. "Distraction" subjects were to verbalize irrelevant things to the waiting task. "Negative temptation-oriented" subjects were instructed to talk about the toys' unattractive aspects. No self-verbalization instruction was given to "No verbalization" subjects. Transgression latency was used as an index of waiting behavior. The results were as follows: (1) Positive temptation-oriented did not affect the four-year olds' waiting behavior, but made waiting more difficult for the six-year olds'. (2) Task-oriented verbalization helped waiting behavior for both groups. (3) Neither distraction nor negative temptation-oriented verbalization affected waiting behavior of either group.
Contingent exercise: a mild but powerful procedure for suppressing inappropriate verbal and aggressive behavior.
Two single-subject experiments were conducted in public school classrooms for severely emotionally disturbed children. Both experiments investigated the effects of a treatment requiring a child to exhibit a simple exercise task after a verbal or aggressive response, using reversal and multiple-baseline designs. The independent variable, contingent exercise, required standing up and sitting on the floor five to ten times contingent on an inappropriate behavior. It was found that contingent exercise was easy to carry out, and following it, the child quickly returned to the learning task that had been interrupted by the inappropriate behavior. The contingent exercise procedure required a minimum of prompting or manual guidance. Although contingent exercise was not topographically related to the inappropriate response, it decreased those responses dramatically. The results suggested that contingent exercise was not only more powerful than DRO but also could be administered independently. It was concluded that contingent exercise may constitute an alternative procedure that can be used by therapists confronted with severely abnormal behaviors. It would appear to be particularly relevant in settings where procedures such as timeout and painful consequences find restricted use. Finally, a number of guidelines have been proposed as a safeguard against the misuse of this mild but powerful procedure.
Altering misperception of sleep in insomnia: behavioral experiment versus verbal feedback.
Forty-eight individuals with insomnia were asked to wear an actigraph and keep a sleep diary for 2 nights. On the following day, half were shown the discrepancy between the data recorded on the actigraph and their sleep diary via a behavioral experiment, whereas the other half were told of the discrepancy verbally. Participants were then asked to monitor their sleep for 2 further nights to index the effect of these interventions. Although both reduced sleep misperception, the behavioral experiment (effect size: 0.79 to 1.25) led to greater reduction in self-reported sleep impairment, insomnia symptoms, and sleep-related anxiety and distress compared with verbal feedback (effect size: -0.06 to 0.31). Further, the patients regarded the behavioral experiment as a more beneficial and acceptable intervention strategy than verbal feedback.
Sex differences in brain-behavior relationships between verbal episodic memory and resting regional cerebral blood flow.
Women have better verbal memory, and higher rates of resting regional cerebral blood flow (rCBF). This study examined whether there are also sex differences in the relationship between verbal episodic memory and resting rCBF. Twenty eight healthy right-handed volunteers (14 male, 14 female) underwent a neuropsychological evaluation and a Positron Emission Tomography (PET) (15)O-water study. Immediate and delayed recall was measured on the logical memory subtest of the Wechsler Memory Scale - Revised (WMS-R), and on the California Verbal Learning Test (CVLT). Resting rCBF (ml/100 g/min) was calculated for four frontal, four temporal, and four limbic regions of interest (ROIs). Women had better immediate recall on both WMS-R and CVLT tasks. Sex differences in rCBF were found for temporal lobe regions. Women had greater bilateral blood flow in a mid-temporal brain region. There were also sex differences in rCBF correlations with performance. Women produced positive correlations with rCBF laterality in the temporal pole. Greater relative CBF in the left temporal pole was associated with better WMS-R immediate and delayed recall in women only. These results suggest that trait differences in temporal pole brain-behavior relationships may relate to sex differences in verbal episodic memory.
Behavioral approaches for reducing agitation in residents of long-term-care facilities: critical review and suggestions for future research.
Many residents in long-term-care facilities demonstrate agitated behaviors. Research on behavioral approaches for reducing agitation in nursing home residents has been conducted during the past 25 years. This research is critically reviewed in this article and suggestions for future research are offered. Empirical evidence suggests that behavioral approaches are effective. Antecedent control strategies have been shown to reduce physically nonaggressive behaviors. Both aggressive and verbally agitated behaviors have been successfully treated by manipulating reinforcing consequences of these behaviors. Future research in this area needs to test behavioral treatments using randomized group designs, compare behavioral interventions to other treatments used alone or in combination, specify criteria for clinically significant improvement, diversify and ascertain the validity of assessment methods, and verify the maintenance of treatment effects over relatively long follow-up periods.