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PubMed2005

Comparison of verbal preference assessments in the presence and absence of the actual stimuli.

Stimulus preference assessments for individuals with developmental disabilities typically involve offering choices among stimuli and providing immediate access to the chosen stimuli. Several researchers have explored the utility of presenting choices verbally, thereby obviating the need to present the choices in tangible form and deliver access to those choices immediately. However, studies that have compared verbal selection to selection among tangible stimuli have nonetheless delivered the chosen stimulus following selections, in essence, manipulating the antecedent but not the consequence. It therefore remains unclear whether preference assessments that do and do not include the actual stimuli yield comparable results. The current study compared preference assessment results for three participants in which either (a) the stimuli were presented, selections were made verbally, and selection resulted in no differential consequence, or (b) the stimuli were presented both verbally and in tangible form, and selection produced access to the stimulus. Reinforcer assessments were then conducted to test contradictory predictions of reinforcer efficacy made by the two methods. Comparisons between the two assessments yielded only modest rank-order correlations (M=0.24; range, -0.17 to 0.57) that varied widely across participants. Results of the reinforcer assessments suggested that the verbal-plus-tangible stimulus preference assessment more accurately predicted reinforcer strength.

Acoustic Stimulation↗
PubMed1998

Observer liking of unilateral stroke patients.

OBJECTIVE: To examine observers' initial affective impressions of unilateral stroke patients, based on exposure to the patients' verbal and nonverbal behavior. Given the linguistic deficits associated with left hemisphere damage (LHD), the authors expected affective judgments based on exposure to patients' utterances to be reduced for patients with LHD. Given the nonverbal deficits associated with right hemisphere damage (RHD), the authors expected affective judgments based on exposure to patients' facial expressions to be reduced for patients with RHD. METHOD: Ten patients with LHD, 11 patients with RHD, and seven normal control (NC) patients were videotaped while engaging in social interaction. Observers read transcripts of the interactions and made judgments about how much they liked the patients. They then watched soundless videotapes and made similar liking judgments. This reflected a 3 (patient group) x 2 (coding modality) mixed factorial design. RESULTS: A 2 x 3 analysis of variance yielded a significant interaction. When liking judgments were based on utterances, patients with LHD were liked less than patients with RHD and NC patients. When liking judgments were based on facial expressions, patients with RHD were liked less than patients with LHD and NC patients. CONCLUSIONS: The verbal behavior of patients with LHD and the nonverbal behavior of patients with RHD may affect others' impressions of them, and consequently put these patients at interpersonal risk.

Adult↗
PubMed1986

Increasing autistic children's spontaneous verbalizations of affection: an assessment of time delay and peer modeling procedures.

We assessed the efficacy of time delay and peer modeling procedures in increasing autistic children's spontaneous verbalizations of affection. Four autistic children were taught to spontaneously say "I like (love) you" in response to a hug from a familiar person and their mother. Generalization from a free play training setting to free play outdoors and at home was assessed. Ancillary social and affection behaviors were also observed. Results indicated that the time delay was a quick and effective procedure for all the children. Peer modeling was unsuccessful in teaching the target behavior.

Affect↗
PubMed2003

A paradigm for exploring what the mind does while deciding what it should do.

One widespread belief about automatic mental processes is that, among other characteristics, they are involuntary. No initial conscious intent is necessary because such processing is stimulus initiated. This claim was studied in the context of a novel task-choice procedure in which subjects were informed as to which of two tasks they should perform on a letter string either well in advance of a target, or when the target appeared. The hypothesis that initial processing of the target occurs without intent predicts that the effect of contrast reduction will be absent when the task cue appears synchronously with the target. This is because initial processing of the target should be completed during the time taken to decode the task cue. The results are inconsistent with this account. Instead, they support an account in which functional target processing is delayed until the subject knows what the task is. Some directions for future investigations are noted.

Attention↗
PubMedDate not supplied

A weekly group meeting for children on a pediatric ward: therapeutic and practical functions.

The multiple sources of psychological stress to the hospitalized child are reviewed with references to the literature. The Hahnemann Pediatric Ward and patient population are described as are the functions of a weekly group meeting for school aged hospitalized children led by a child psychiatrist. Efforts are made to use knowledge gained from the children for therapeutic purposes within the group as well as for teaching the inpatient pediatric staff how the hospitalized child's behavior reflects his inner thoughts and feelings. Aspects of the children's behavior and verbal productions in the group are discussed from a psychodynamic viewpoint. Conflict, ambivalence, fantasy distortion, denial and displacement are exemplified, as is the children's ever-present need to simultaneously express, defend against and master anxiety. Questions are raised about outcome and future avenues of investigation.

Attitude to Health↗
PubMed2001

The intentionality model and language acquisition: engagement, effort, and the essential tension in development.

The purpose of the longitudinal research reported in this Monograph was to examine language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child's intentionality for explaining development, rather than on language as an independent object. The model of development for the research is a Model of Intentionality with two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression. Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and constructing thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, and in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age. Patterns of deviation from baseline rates of the different behaviors show that child emotional expression, child speech, and mother speech clearly influence each other, and the mutual influences between them are different at times of either emergence or achievement in both language and object play. The three conclusions that follow from the results of the research are that (a) expression and interpretation are the acts of performance in which language is learned, which means that performance counts for explaining language acquisition; (b) language is not an independent object but is acquired by a child in relation to other kinds of behaviors and their development; and (c) acquiring language in coordination with other behaviors in acts of expression and interpretation takes work, so that acquiring language is not easy.

Child↗
PubMed1997

Estrogen or testosterone increases self-reported aggressive behaviors in hypogonadal adolescents.

A randomized, double-blinded, placebo-controlled cross-over clinical trial was used to determine the role of sex steroids on the development of aggressive behaviors in 35 boys and 14 girls. Depo-testosterone (to boys) or conjugated estrogens (to girls) was administered in 3-month blocks alternating with placebo at three dose levels approximating early, middle and late pubertal amounts. The Olweus Multifaceted Aggression Inventory was administered after each placebo and treatment period to ascertain the effect of sex steroids on self-reported aggressive behaviors. We employed a strict intent-to-treat analytical model. The data demonstrated significant hormone effects on physical aggressive behaviors and aggressive impulses, but not in verbal aggressive behaviors nor aggressive inhibitions in both boys and girls. These results are the first to causally relate the administration of physiological doses of sex steroids to changes in aggressive behaviors in adolescents.

Adolescent↗
PubMed1983

Self-management of disruptive verbal ruminations by a mentally retarded adult.

Chronic and high-rate disruptive verbal ruminations of a mentally retarded adult in a vocational training setting were successfully reduced following introduction of a multi-component, self-management intervention program. Self-management skills of self-monitoring, self-evaluation, self-consequation, and self-instruction were trained and then practiced in vivo. In addition to influencing the specific dependent disruptive rumination behaviors targeted for intervention, three collateral behaviors not specifically treated showed positive effects. A combined treatment withdrawal and modified changing criterion design was used to assess changes throughout phases of the study. Follow-up data obtained 6 months and again 12 months after termination of the program revealed durability of intervention effects. The practical, conceptual, and philosophic significance of these findings are noted.

Adult↗
PubMed1999

Selective interference with verbal and spatial working memory in young and older adults.

Young and older adults were administered digit and location memory span tasks with and without verbal and spatial secondary tasks. Age differences were greater in location span than in digit span; however, there were no age differences in either the magnitude or pattern of effects of secondary tasks. There were also no age differences in the effects of secondary tasks on a combined (digit and location) task. On the digit and location span tasks, both young and older adults showed only domain-specific interference: naming colors selectively interfered with memory for digits, leaving memory for locations unaffected; pointing to matching colors selectively interfered with memory for locations, leaving memory for digits unimpaired. The results of the present study suggest a greater age deficit in spatial working memory than in verbal working memory, but provide no evidence of an age deficit in susceptibility to interference by secondary tasks in either domain.

Adolescent↗
PubMed1993

Access behaviors of children with specific language impairment.

The verbal and nonverbal behaviors used by 5 children with specific language impairment (SLI) to attempt to gain access into established interactions were described and compared with those of chronological-age-mates and language-similar control subjects. Three of the children with SLI were unsuccessful. Two of the children with SLI achieved access but did so without using linguistic forms like those most normal-language children use. All of the children with normal language accessed, and most did so quickly and easily using an orderly and sequential set of indirect behaviors. The findings contribute to social-linguistic characterizations of SLI and clarify specific aspects of access described in the normal-language literature.

Child↗
PubMed2002

Neural basis of protracted developmental changes in visuo-spatial working memory.

Developmental studies have shown that visuo-spatial working memory (VSWM) performance improves throughout childhood and adolescence into young adulthood. The neural basis of this protracted development is poorly understood. In this study, we used functional MRI (fMRI) to examine VSWM function in children, adolescents, and young adults, ages 7-22. Subjects performed a 2-back VSWM experiment that required dynamic storage and manipulation of spatial information. Accuracy and response latency on the VSWM task improved gradually, extending into young adulthood. Age-related increases in brain activation were observed in focal regions of the left and right dorsolateral prefrontal cortex, left ventrolateral prefrontal cortex (including Broca's area), left premotor cortex, and left and right posterior parietal cortex. Multiple regression analysis was used to examine the relative contributions of age, accuracy, and response latency on activation. Our analysis showed that age was the most significant predictor of activation in these brain regions. These findings provide strong evidence for a process of protracted functional maturation of bilateral fronto-parietal neural networks involved in VSWM development. At least two neural systems involved in VSWM mature together: (i) a right hemisphere visuo-spatial attentional system, and (ii) a left hemisphere phonological storage and rehearsal system. These observations suggest that visually and verbally mediated mnemonic processes, and their neural representations, develop concurrently during childhood and adolescence and into young adulthood.

Adolescent↗
PubMed2003

[Reading comprehension and working memory: structural equation modeling approach].

We examined the relationship among intelligence, working memory, and reading comprehension using structural equation modeling (SEM). Ninety-six participants were instructed to perform two reading comprehension tests and six cognitive tasks: two verbal intelligence subtests, two spatial intelligence subtests, and two reading span tasks. Three latent variables that were called verbal ability, spatial ability, and working memory were derived from the six cognitive tasks. SEM demonstrated that the latent variables of working memory and verbal ability contribute to reading comprehension, suggesting that central executive functioning related to attention control was mediated among these cognitive abilities.

Adolescent↗