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PubMed1993

Children's understanding of the relation between referential knowledge and referential behavior.

Young children often confuse what is said and meant in referential communication. This study determines exactly what is confused by kindergarten children, second graders, and fourth graders. In each of four experiments, a story listener's referential knowledge variously came from object details in the context and in an utterance, and children were asked independently to judge knowledge sufficiency for identifying one referent in a display, and whether the knowledge came from the utterance alone. In Experiments 1 and 2, experimenter identification of the correct referent was manipulated to determine if children confuse internal representations of information knowledge and referential behavior, or behavior and the real world referent, in determining the listerner's knowledge. In other experiments, the consistency of referential behavior with the correct referent was manipulated to determine the basis of children's knowledge assessments. Overall the results show that children's say-mean confusion varies depending on situational factors and variably reflects children's use of internal representations and external referential behavior in assessing knowledge.

Child↗
PubMed1999

Children's performance on pseudoword repetition depends on auditory trace quality: evidence from event-related potentials.

This study explored the relation between phonological short-term memory and auditory-sensory processing in 7-9-year-old children. Twenty-four participants performed a pseudoword repetition test. The mismatch-negativity (MMN) component of auditory event-related brain potentials was obtained from 9 participants with the highest and 9 participants with the lowest scores on the test. The MMN indexes short-term auditory-sensory memory, including auditory-sensory representations for speech. It was recorded to just perceptible /baga/-/baka/ bisyllabic and easily discriminable 1000/1100-Hz tone contrasts with interstimulus intervals of 350 and 2,000 ms. The high and low repeaters differed significantly in MMN amplitude to speech stimuli at the shorter interstimulus interval. Thus, the accuracy of auditory-sensory processing seems to affect phonological short-term representations in school-age children and therefore may play a role in vocabulary development.

Child↗
PubMed1986

Acute marijuana effects on social conversation.

The present study assessed the acute effects of smoked marijuana on social conversation. Speech quantity was recorded continuously in seven moderate marijuana users during separate 1 h experimental sessions following the paced smoking of 0, 1.01, 1.84, and 2.84% THC marijuana cigarettes. Subjects engaged in conversation with undrugged partners who smoked placebo marijuana cigarettes. The active marijuana produced significant decreases in speech quantity, increases in heart rate, and increases in self-reports of "high" and sedation. Partners showed no effects in speech quantity or self-reports of drug effects that were systematically related to the doses administered to the subject pair members. The effects on speech quantity observed in the present study after acute dosing are similar to the effects on social conversation reported previously during chronic marijuana dosing. Marijuana appears to be an exception to the general rule that drugs of abuse increase verbal interaction.

Adult↗
PubMed1974

Using preschool materials to modify the language of disadvantaged children.

Although language remediation programs have generally been conducted with the use of special materials in structured group settings, traditional preschool practice emphasizes "incidental teaching" incorporated into children's free play. To determine if incidental teaching practices could be effective in improving children's speech, this study investigated the spontaneous speech of 12 disadvantaged children during free-play periods over eight months of a preschool program. Whenever the children selected a preschool play material, they were prompted and required to ask for it, first by name (noun), then by name plus a word that described the material (adjective-noun combination), then by use of a color adjuctive-noun combination, and finally by requesting the material and describing how they were going to use it (compound sentence). As each requirement was made, the children's general use of that aspect of language markedly increased, but little change was noted in the amount or nature of the children's interactions with teachers or their use of a set of materials to which they had free access. This study demonstrates that preschool free-play periods can be powerful "incidental teaching" periods by capitalizing on moments when children seek new play materials.

Child, Preschool↗
PubMed1986

Cerebral lateralization and handedness and their effects on verbal and spatial reasoning.

Consistent and inconsistent left- and right-handed male subjects completed four tests each of verbal and spatial reasoning. They also participated in tachistoscopic measures of verbal and spatial lateralization--consonant-vowel-consonant recognition and dot enumeration, respectively. The consistent handedness groups displayed significantly more lateralized patterns of cerebral organization that the inconsistent handedness groups. Increased lateralization was associated with superior performance on measures of spatial reasoning, but not on measures of verbal reasoning. Results are interpreted in terms of a competition hypothesis. No differences were found between the handedness groups on either the verbal or spatial reasoning tests.

Adolescent↗
PubMedDate not supplied

New fathers' blood pressure and heart rate: relationships to interaction with their newborn infants.

Cardiovascular changes in 148 first-time fathers while holding and interacting with their newborn infants are described and relationships of fathers' verbal and nonverbal behavior with these cardiovascular changes are discussed. Systolic and diastolic blood pressure (SBP, DBP) and heart rate (HR) were monitored before, during, and after interaction with the infants in a controlled hospital setting using a noninvasive oscillometric monitor. Subjects were videotaped during the interaction period. Analyses of cardiovascular responses controlled for preinteraction values revealed that all measures were significantly higher during interaction than during the postinteraction period. The frequency of fathers' verbal behaviors was negatively related to SBP and positively related to HR during interaction. Frequency of infant crying was positively related to fathers' DBP both during interaction and in the postinteraction period. Fathers appeared highly sensitive to the stimuli of interacting with their newborns and responded in a complex manner to infant signals. The findings may indicate an autonomic balance that is situationally specific.

Adolescent↗
PubMedDate not supplied

Neighborhood income and physical and social disorder in Canada: associations with young children's competencies.

This study examined the association of census level, observational, and parent-reported neighborhood characteristics on the verbal and behavioral competencies of a national sample of Canadian preschoolers (N = 3,350). Children's verbal ability scores were positively associated with residing in neighborhoods with affluent residents and negatively associated with residing in neighborhoods with poor residents and in neighborhoods with low cohesion, even after controlling for family socioeconomic factors. Behavior problem scores were higher when children lived in neighborhoods that had fewer affluent residents, high unemployment rates, and neighborhoods with low cohesion, after controlling for family socioeconomic factors. These findings are discussed in light of neighborhood studies of children in the United States in the mid-1990s.

Aggression↗
PubMed1994

The areas of language: critical analysis.

To determine the degree of linguistic maturity of a child, a series of areas that are usually formally tested in the assessment of language were analyzed. Specifically, an individual test of the assessment of language was applied to a sample of 204 children of Granada (Spain) ranging in age from 2.6 to 6.6 years. This test consists of six areas: comprehension, memory, fluency, vocabulary, knowledge, and judgement and intelligence. A factorial analysis of the data was carried out to check the classification of the above-mentioned areas. It is found that in the three following factors the analyzed variables get saturated: 'learned behaviors', 'behaviors which are being learned' and 'memory'.

Child↗