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PubMed1997

Common childhood fears and their origins.

The present study examined rank orders and characteristics of childhood fears. A 'free option' approach ('What do you fear most?') deviated markedly from the fear rank order based on the Fear Survey Schedule for Children. A second aim of the study was to investigate the origins of prevalent childhood fears. In contrast to the results of Ollendick and King (1991, Behaviour Research and Therapy, 29, 117-123), conditioning was found to be the most commonly reported pathway related to exacerbation and onset of fears. Finally, special attention was given to the top intense fear in children, namely fear of spiders. Children who reported 'none', 'some' or 'a lot' of spider fear were compared with each other in terms of pathways. No differences between the three groups were found with respect to the frequency of modeling and information experiences. However, high fearful children more often reported conditioning experiences than low or moderate fearful children.

Adolescent↗
PubMed1998

Etiology of childhood phobias: current status of Rachman's three pathways theory.

Despite advances in the assessment and treatment of childhood phobias, little is known about their etiology. Rachman has proposed that phobias are acquired through three different pathways: direct conditioning, modeling or instructions/information. We evaluate the empirical support for Rachman's theory in relation to the origins of childhood phobias. Although we find support for Rachman's theory, a number of methodological and theoretical issues are emphasized. For example, insufficient attention has been given to the reliability and validity of retrospective subject reports on the acquisition of childhood phobias. Also some findings on the origins of childhood fears and phobias are more consistent with a nonassociative account of phobia onset, thus providing an interesting challenge to Rachman's theory.

Attention↗
PubMed2006

Lexical processing in illiteracy: effect of literacy or education?

Difficulties in phonological processing in illiterates have been attributed to their limited phonological awareness, a consequence of their lack of literacy. We sought to explore the potential influence of education on auditory lexical processing above and beyond literacy per se. In order to achieve this goal, we compared a lexical decision making paradigm with a repetition paradigm using words and pseudo-words. We based this choice of tasks on previous research, which has shown that pseudo-word repetition is dependent on the phonological loop; such studies have thus demonstrated a literacy effect on repetition. Instead, lexical decision making is known to depend on the size of one's vocabulary, which is influenced by the level of education attained. Our sample comprised three groups: illiterate no education, literate/low education and literate/high education, individuals. The pattern of our findings confirmed that literacy has an effect on the capacity of the phonological loop, as our illiterate group alone had difficulty with repetition, as compared with both literate/educated groups. Also, our findings suggested an education effect on lexical decision making, as we found a gradation in the performance of the three groups. Therefore, we succeeded in dissecting the effect of literacy and education on auditory lexical processing through the application and comparison of two simple paradigms.

Aged↗
PubMed2006

Defective reproduction of passive meaningless gestures in right brain damage: a perceptual disorder of one's own body knowledge?

Right Hemisphere Damaged Patients (RHDP) with left hemiparesis are known to experience motor programming difficulties and to have poorer functional outcome when compared with Left Hemisphere Damaged Patients (LHDP). The role played by body-related cognitive disorders remains unclear. In this study we investigate whether reproduction of passive meaningless gestures may contribute to a further development of this question. Ten RHDP with neglect, 10 RHDP without neglect, 10 LHDP, and 10 controls were given a battery of tasks requiring reproduction of passive meaningless gestures. The gestures were passively applied by the examiner on either the ipsilesional or the contralesional upper limb of the subject who was asked to reproduce them with his ipsilesional- non-paretic -limb. LHDP performed virtually as well as controls when the influence of deafferentation was controlled. The performance of RHDP with and without neglect did not differ from each other but both groups were significantly impaired when compared with either controls or LHDP, whether the gestures were applied on the contralesional or ipsilesional limb. RHDP performed defectively whether they had closed or open eyes, which tends to indicate a perceptual multimodal integration disorder rather than a modality-related sensory disorder. The left hemisphere is generally considered dominant for deliberate motor control of both sides of the body, not only for symbolic gestures but also for (visual) imitation of meaningless gestures. The results of this study raise the question of why reproduction of meaningless gestures is more impaired for LHDP than RHDP when stimulus presentation is visual and vice versa when stimulation is passively applied upon the subject's body. One reason may be that in visual imitation, the model is given by another person's body, whereas passive gestures, directly applied upon one's body, place demands on perceptual analysis of one's own body experience. These results might give evidence for a disorder of bilateral, perceptual, multimodal integration of knowledge about one's own body in RHDP.

Adult↗
PubMed1994

Spared and impaired cognitive abilities after bilateral frontal damage.

We report on a patient (PG) with a severe behavioural disorder following massive bilateral prefrontal damage due to herpetic encephalitis. The lesion involves also the mesial and polar regions of the temporal lobes; the frontal dorso-lateral cortices were relatively spared. The patient's inattentiveness and alternating impulsive and apathetic behaviour led to her social alienation. The only self-motivated activities we observed were those initiated to satisfy her enhanced urge to eat and play games. She did not react to surprise stimuli that consistently elicit a reaction of surprise in healthy people. She also presented "adynamic aphasia" associated with anomia and episodic amnesia. A striking feature of the syndrome was the patient's consistent "utilization behaviour". Her motor behaviour was marked by constant akathisia. She performed surprisingly well on intelligence, "frontal", and visuo-spatial tests. This non-demented patient exhibited a clear dissociation between her relatively spared cognitive abilities and grossly impaired behaviour. In the discussion we explore the extent to which a defect of the supervisory control may be held responsible for the inconsistencies in the patient's coping skill performances.

Adolescent↗
PubMed1994

A case of ideational apraxia with impairment of object use and preservation of object pantomime.

A case of tool use disturbance without impairment of motor skills and of conceptual knowledge of how tool must be used is reported. The patient could not manipulate objects isolatedly or in succession but could pantomime their use on command and on imitation. This finding suggests that manipulation of objects may dissociate from pantomime without objects. We interpret this syndrome as a results of mismatch of tool and tool use.

Adult↗
PubMed1994

Visual agnosia and optic aphasia: are they anatomically distinct?

A patient with left infero-medial occipital-temporal infarct suffered a visual agnosia that, by a minor change of the task, could be manipulated to optic aphasia. Tools in actual use and pantomimes of tool use were better named than stationary tools, a dissociation that suggests differences in the ability of stimuli to evoke associations over multiple modalities. Based on this case and analysis of previous reports we suggest that optic aphasia differs from visual agnosia primarily in the degree of callosal disconnection and that the preserved demonstration of tools use and semantic classification of optic aphasia reflect right hemisphere contribution to visual processing.

Aged↗
PubMed1980

Task effect and EEG alpha asymmetry: an analysis of linguistic processing in two response modes.

EEG alpha asymmetry was monitored while subjects listened to two sets of identical stimulus sentences in two tasks. One task was immediate verbal imitation of the stimulus sentence and the other task was modeling and involved the subjects constructing some novel sentences after all stimulus sentences were heard. The results demonstrated that the left hemisphere was significantly more activated while subjects listened to sentences that were to be immediately imitated. These findings suggest that tasks involving remediate verbal reports of stimuli may activate the left hemisphere for motor programming purposes and possibly effect alpha asymmetry. Studies attempting to investigate stimulus effects of hemispheric processing should consider the possibility that tasks involving motoric programming may interact with the stimuli and produce different asymmetry patterns.

Adult↗
PubMed1983

Performance of left brain-damaged patients on imitation of single movements and motor sequences. Frontal and parietal-injured patients compared.

The aim of this study was to investigate the relation of apraxia to the sequential features of the motor task required and to the intra-hemispheric locus of lesion. A single movement and a multiple movement imitation test were given to 60 control patients and 60 left brain-damaged patients, among which patients with frontal and parietal lesion were identified, based on CT scan evidence. Both groups performed the tasks using the left limb. On either test left brain-damaged patients scored poorer than controls and parietal patients were significantly more impaired not only than controls, but also than frontal patients. Seventy five per cent of them performed lower than the poorest control patient. In comparison, the severity and the frequency of the motor deficit following frontal damage was much lower. In no case was there a significant difference between the discriminating power of the single movement test and of the sequence test. These findings suggest that the left parietal lobe has a leading role in motor planning and that the control it exerts over the motor cortex of the right hemisphere does not necessarily involve pathways running through the left premotor area.

Apraxias↗
PubMed1984

The role of right hemispheric information processing strategies in language recovery in aphasia: an electroencephalographic investigation of hemispheric alpha asymmetries in normal and aphasic subjects.

The hemispheric alpha asymmetries of a group of normal males, a group of normal females and a group of aphasic patients (fluent and dysfluent) were examined with electroencephalographic (EEG) techniques during the presentation of sentencial information (which the subjects were to repeat following presentation of each sentence) and connected verbal discourse (which the subjects were required to answer questions about following presentation). Results demonstrated both fluent and nonfluent aphasic patients to show less alpha in the right hemisphere contrasted with both normal groups who demonstrated less alpha in the left hemisphere. Results are discussed in relation to the contribution of right hemispheric information processing strategies in language recovery in aphasic patients.

Adult↗
PubMed1987

Transitive movements in a deafferented man.

It has not been determined if the performance of transitive movement requires sensory feedback from the limb to the brain. We tested a deafferented patient's ability to pantomime, imitate, and use actual objects in both eyes open and eyes closed conditions. Although his performance deteriorated when his eyes were closed, the major error made by this patient was the inability to correctly orient the instrument (or pretended instrument) toward the object of the instrument's action.

Adult↗
PubMed1988

The executive and ideational components of apraxia.

Fifty six left brain-damaged (LBD) patients and 38 right brain-damaged (RBD) patients were requested to perform two measures of praxis using the hand ipsilateral to the side of lesion. One task required the accurate imitation of actions made by the examiner and taxed executive abilities; the other task required the patient to pantomime the use of objects that were shown, but not handed, and it also involved an ideational component, i.e., the evocation of gestures. The cut-off point discriminating a normal from a pathological performance was set at the level of the poorest score found in 60 control patients. On both tests apraxia was found to be associated primarily with left brain-damage. However, while on the use of objects test practically only LBD patients failed, on the imitation test there was also a sizeable proportion of RBD patients who showed a mild apraxia. When the performance on the two tests was contrasted, there were as many LBD patients as RBD patients who scored remarkably lower on movement imitation than on pantomiming the use of objects, whereas the opposite dissociation was found almost exclusively in LBD patients. We infer from these data that the left hemisphere dominance for praxis is more marked at the ideational stage and that there is also a minor right hemisphere participation in the control of the executive stage of gesture.

Apraxias↗
PubMed1989

When a patient can write but not copy: report of a single case.

A dissociation between spared spontaneous and impaired writing on copy is described in a patient with severe limb and constructional apraxia. Visual-perceptual abilities were normal as well as oral language and reading. The findings are discussed in the light of an information processing model of writing.

Aged↗
PubMedDate not supplied

Prosodic abilities in children with specific language impairment.

The purpose of this study was to compare the receptive and expressive prosodic abilities of specifically language-impaired children to those of a matched group of control normal-language children. Each subject group consisted of ten 4-year-olds, ten 5-year-olds and ten 6-year-olds. Subjects were administered two instruments which were designed for this purpose: the prosody imitation task and the emotion identification task. In the prosody imitation task subjects were required to imitate ten sentences with different linguistic and affective intonation contours. The emotion identification task required subjects to identify recordings of emotionally intoned sentences. Language-impaired children performed significantly less accurately on the imitation task but did not differ from normal-language children on the emotion identification task. Age was found to be a highly significant factor. On both tasks children performed better with increasing age. Results are discussed in reference to the developmental relationship between the child's learning of language and prosodic cues.

Affect↗