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PubMed2004

Towards a common neural substrate in the immediate and effective inhibition of stuttering.

Stuttering can be effectively inhibited via exogenous sensory signals (e.g., speaking in unison or using altered auditory feedback) or by using endogenous motoric strategies (e.g., singing or therapeutically implementing long vowel prolongations to reduce speech rates). We propose that these channels, which superficially appear to be diametrically opposite, centrally converge in the engagement of mirror neurons for fluent gestural productions. Sensory changes incurred via exogenous speech signals allow for direct engagement of mirror systems, while endogenous motor strategies appear to require significant departures from normal speech production (e.g., highly unnatural or droned speech) to engage mirror systems. Thus, paradoxically, stuttering is prone to resurface during attempts to impose naturalness upon therapeutic speech.

Feedback↗
PubMed1977

Relational discrimination of hue by young children.

Performance-acquisition of relational discrimination of the greener member of pairs of hues from among four blue to green hues and from among four yellow to green hues was related to presence or absence of instructions to choose the greener member of a pair crossed with presence or absence of information about correctness of choice. The Ss were younger (X = 49 months, N = 32) and older (X = 63 months, N = 32) white middle-class boys and girls from among those then attending a private suburban nursery school. Through 48 trials under the four combinations of instructions and information, the relational discrimination was most complete or acquired fastest with instructions to choose the greener member, regardless of presence or absence of information. Relational discrimination was less complete or acquired less rapidly with information alone, and did not occur in the absence of instructions and information.

Age Factors↗
PubMed1979

Modification of cognitive tempo on a haptic-visual matching task.

The present experiment investigated the modification of response latencies and error rates on a haptic-visual matching test via modeling procedures (N = 60 slow and fast responding primary school boys and girls). Twenty-four slow and 24 fast responders were exposed to one of four videotaped modeling conditions depicting refelctive or impulsive strategies that were either successful or unsuccessful. Immediately following exposure to the taped model, Ss were posttested, and changes in their latencies and error rates on the haptic-vusial matching test were assessed. The remaining six slow responders and six fact responders viewed no model but participated in the same posttest procedure, thus serving as no treatment controls. The principal results indicated that the viewing of the reflective-success model significantly increased the response latencies of all Ss, particularly slow responding Ss, and that the viewing of either reflective model (success or failure) significantly decreased the error rates of fast responding Ss. The impulsive model, on the other hand, had no significant effect on either response latencies or error rates.

Child↗
PubMed1985

Imitation in toddlers as a function of motor and verbal aspects of modeling.

This study investigated the effects of the motor and verbal aspects of modeling on imitation. The subjects were 2- and 3-year-old children (N = 96). The child's imitation responses were recorded during the play period that followed each modeled act. Each child observed the model in one of four modeling conditions. In Condition 1, the model "flew" a telephone while saying that he or she was flying an airplane. Imitation was recorded as motor if the child flew the telephone but was recorded as verbal and realistic if the child flew an airplane. In Condition 2, the model flew an airplane while saying that he or she was flying a telephone. Imitation was recorded as verbal if the child flew the telephone. In Condition 3, the model flew an airplane and said that he or she was flying an airplane. If the child flew an airplane, imitation was scored as motor, verbal, and realistic. In Condition 4, the model flew a telephone and said that he or she was flying a telephone. Imitation was scored as motor and verbal if the child flew the telephone but was scored as realistic if the child flew the airplane. In Condition 1, 2-year-olds displayed more motor imitation than 3-year-olds, and 3-year-olds displayed more verbal-reality imitation than 2-year-olds. Boys displayed more motor imitation than girls. There were no age or sex differences in Condition 2. In Condition 3, 2-year-olds imitated more than 3-year-olds, with 3-year-old girls imitating the least. In Condition 4, reality imitation was largely due to 2-year-old boys' imitation of masculine-type acts.

Child Development↗
PubMed1988

The immediate impact of aggressive cartoons on emotionally disturbed and learning disabled children.

The immediate impact of viewing aggressive cartoons on emotionally disturbed (ED) and learning disabled (LD) children's willingness to hurt another child was assessed. Fifteen ED and 23 LD children (M = 7.25 years old) viewed either an aggressive or a comparison cartoon and then played the Help-Hurt game. The children who watched the aggressive cartoon pressed the Hurt button for significantly more time than did those who were exposed to the comparison cartoon. Across cartoon conditions, the ED children pressed the Hurt button significantly longer than did their LD peers.

Affective Symptoms↗
PubMed1991

Measuring symbolic play style in infancy: a methodological approach.

Researchers have examined symbolic play style as a qualitative variable distinguishing two groups of children: patterners and dramatists. We have conceptualized style not as a typology of children but as reflecting dimensions of difference between children which are amenable to quantitative analysis. For the construct of style to be invoked, it must be measurable by many variables, it must be observable over time, and it ought to be demonstrably independent of general developmental level. Fifteen boys and 15 girls were each seen twice, once at 21 months of age and again 6 weeks later. The Session 2 pattern of correlations among hypothesized dramatist measures was not entirely consistent with that observed at Session 1; however, three measures, narrative vocalizations, spontaneous play, and elicited-appropriate play were primary dramatist measures at both sessions.

Female↗
PubMed1997

Exploring the roles of peer and adult video models for infant imitation.

Research seeking to determine whether imitation of gestures is within the neonate's and young infant's competence has yielded discrepant findings. Some studies report imitation of at least one gesture, tongue protrusion, whereas others fail to find significant matching of even this action for infants aged 1 to 4 months. Videotaped presentations of a peer and an adult modeling tongue protrusions and mouth opening/closing were shown to infants with mean ages of 13 and 23 weeks in an attempt to test the efficacy of peer models and to free modeling from any potential bias. With both baseline and arousal controls to assess the significance of tongue protrusions and mouth openings to their respective models, no significant effects of modeling were discernible at either age in Study 1, Study 2 was conducted to address possible design limitations of the first investigation. Only one significant effect favoring an interpretation of imitative matching was obtained; it occurred at 12 weeks, following video presentations of tongue protrusions by an adult. This single effect may have been a chance result. Granting the two-dimensionality of the video image, imitative-like matching appears not to be engendered with great efficacy by a dynamic pattern that preserves characteristics of facial gestures, whether the gestures are modeled by an infant peer or by an adult.

Adult↗
PubMed1998

Observational learning and the use of retrieval information during the second and third years.

The authors report 2 cross-sectional studies dealing with observationally derived acquisition of serial and sequentially coordinated activities in children between 12 and 30 months. In Study 1, greater improvements in activity occurred at every age beyond 12 months for modeling than for control groups, demonstrating age-related advances in ability to use modeling in connection with these action classes. However, significant gains did not imply complete reconstruction from memory, which resulted most typically for fewer than 50% of children. Moreover, when sequential tasks were subdivided on the basis of task demands, somewhat greater observationally derived change was found for the class of constrained tasks than for free-standing tasks. Study 2 concentrated on serial task performance and the use of massive retrieval cues in the form of assembled stationary displays, to test the efficacy of such cues in helping children reproduce the serial activities they had observed. Again, children who witnessed modeling were better at reproducing serial assemblies than control-group children. The use of retrieval information, however, was noticeably lacking as late as 22 months, whereas substantial gains were made over the next 6 months. The outcome was supported by exploratory processing results for the 2 ages. Increased use of the cues by 28 months appears to reflect important developments in awareness of the uses to be made of retrieval information, as well as success in its utilization.

Attention↗