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PubMed1988

Cube copying after cerebral damage.

The capacity of patients with cerebral lesions to copy a picture of a cube, as opposed to a nonrepresentational figure of similar structural complexity, was examined. Patients with copying disability showed greater impairment for the cube than the noncube whereas patients without copying impairment and controls performed equally on the two figures. It was concluded that the copying-deficit patients had particular difficulty in drawing 3-dimensional figures and that the copying deficit was not simply one of formulating the sequence of steps necessary to produce a complex as opposed to a simple abstract form. The results suggest that copying-disability patients may experience particular difficulty in encoding the pictorial structure of a model which depicts a three-dimensional object. The occurrence of errors of intellectual realism in cube copying (which also occur in children's drawings) was noted and it was suggested that the patients were experiencing difficulty in perceptually isolating the picture structure from the picture content.

Adolescent↗
PubMed1990

Assessment of musical processing in brain-damaged patients: implications for laterality of music.

Reception and production aspects of musical ability were assessed in two studies of left cerebro-vascular accident (LCVA) and right cerebro-vascular accident (RCVA) patients and controls. Musical tasks included perception of rhythm and pitch variations in familiar and unfamiliar tunes; and production of a well-known song, three original melodies, and imitation of rhythm patterns. The only "laterality of music" effect to emerge in the first study was impaired ability in LVCA patients to correctly perceive rhythmic changes. In the second study LCVAs were poorer than the other two groups in the singing of novel melodies, and both lesioned groups were poorer than controls in singing a familiar tune and in tapping rhythms. Premorbid musical ability was significantly related to performance over all groups combined. The RCVA group showed an inconsistent pattern of performance. The LCVA group was consistently more impaired over all tasks but apart from the aforementioned effects this was nonsignificant. It is argued that laterality effects for music processing cannot be reliably established.

Aged↗
PubMed2001

Effects of manipulating relative and absolute motion information during observational learning of an aiming task.

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities.

Adult↗
PubMed2002

Imitation of nonwords by hearing impaired children with cochlear implants: suprasegmental analyses.

In this study, we examined two prosodic characteristics of speech production in 8-10-year-old experienced cochlear implant (CI) users who completed a nonword repetition task. We looked at how often they correctly reproduced syllable number and primary stress location in their responses. Although only 5% of all nonword imitations were produced correctly without errors, 64% of the imitations contained the correct syllable number and 61% had the correct placement of primary stress. Moreover, these target prosodic properties were correctly preserved significantly more often for targets with fewer syllables and targets with primary stress on the initial syllable. Syllable and stress scores were significantly correlated with measures of speech perception, intelligibility, perceived accuracy, and working memory. These findings suggest that paediatric CI users encode the overall prosodic envelope of nonword patterns, despite the loss of more detailed segmental properties. This phonological knowledge is also reflected in other language and memory skills.

Articulation Disorders↗
PubMedDate not supplied

Imitation of nonwords by hearing-impaired children with cochlear implants: segmental analyses.

The phonological processing skills of 24 pre-lingually deaf 8- and 9-year-old experienced cochlear implant users were measured using a nonword repetition task. The children heard recordings of 20 nonwords and were asked to repeat each pattern as accurately as possible. Detailed segmental analyses of the consonants in the children's imitation responses were carried out. Overall, 39% of the consonants were imitated correctly. Coronals were produced correctly more often than labials or dorsals. There was no difference in the proportion of correctly reproduced stops, fricatives, nasals, and liquids, or voiced and voiceless consonants. Although nonword repetition performance was not correlated with the children's demographic characteristics, the nonword repetition scores were strongly correlated with other measures of the component processes required for the immediate reproduction of a novel sound pattern: spoken word recognition, language comprehension, working memory, and speech production.

Acoustic Stimulation↗
PubMed1992

A comparison of modeling modalities in the observational learning of an externally paced skill.

This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition.

Analysis of Variance↗
PubMed1994

Developmental modeling effects on the acquisition, retention, and transfer of a novel motor task.

The purpose of this study was to determine the effect of modeling strategies on the acquisition, retention, and transfer of a novel motor task. Forty males and 40 females, divided equally between two age groups (9.0 to 10.6 and 18.0 to 45.0 years), were randomly assigned within each age group to visual model (control), visual model plus cues, visual model plus verbal rehearsal, or visual model, verbal rehearsal plus cues conditions. The task consisted of juggling three nylon scarves during acquisition and retention and three bean bags during transfer. A 4 x 2 (Model Type x Age) MANOVA revealed a significant age by model type interaction. For acquisition, children in the visual model plus verbal rehearsal condition and visual model, verbal rehearsal plus cues condition performed significantly better than children in the visual model only or visual model plus cues groups. Adults performed equally well during acquisition under any of the model type conditions. The retention data indicated that the adults' performance in the visual model plus cues condition was superior to all other model types; for children there were no differences between the four model type conditions. Results for transfer performance revealed only a main effect for age, with adults performing better at transfer than children. These results support previous research that suggests that effective modeling conditions are related to the cognitive-developmental level of the learner.

Adolescent↗
PubMed1997

Recalling demonstrated and guided movements using imaginary and verbal rehearsal strategies.

This study investigated the recall of movement patterns presented either by demonstration or guided movement with vision eliminated. Participants were instructed to rehearse and remember each of the 12 patterns using one of four strategies: imagery, verbal labeling, imagery and verbal labeling, or no rehearsal strategy (i.e., control condition). Recall was better for patterns that were demonstrated than for those presented via guided movement. In addition, more patterns were remembered if a combination of imagery and verbal labeling were employed as a rehearsal strategy compared to using imagery alone. These results are discussed using Annett's (1994) model showing the relationships between action, language, and imagination in the acquisition of motor skills.

Analysis of Variance↗
PubMed2002

Motor learning by observation: evidence from a serial reaction time task.

This study sought evidence of observational motor learning, a type of learning in which observation of the skilled performance of another person not only facilitates motor skill acquisition but does so by contributing to the formation of effector-specific motor representations. Previous research has indicated that observation of skilled performance engages cognitive processes similar to those occurring during action execution or physical practice, but has not demonstrated that these include processes involved in effector-specific representation. In two experiments, observer subjects watched the experimenter performing a serial reaction time (SRT) task with a six-item unique sequence before sequence knowledge was assessed by response time and/or free generation measures. The results suggest that: (1) subjects can acquire sequence information by watching another person performing the task (Experiments 1-2); (2) observation results in as much sequence learning as task practice when learning is measured by reaction times (RTs) and more than task practice when sequence learning is measured by free generation performance (Experiment 2, Part 1); and (3) sequence knowledge acquired by model observation can be encoded motorically--that is, in an effector-specific fashion (Experiment 2, Part 2).

Adult↗
PubMed2005

Sex differences in eye gaze and symbolic cueing of attention.

Observing a face with averted eyes results in a reflexive shift of attention to the gazed-at location. Here we present results that show that this effect is weaker in males than in females (Experiment 1). This result is predicted by the 'extreme male brain' theory of autism (Baron-Cohen, 2003), which suggests that males in the normal population should display more autism-like traits than females (e.g., poor joint attention). Indeed, participants' scores on the Autism-Spectrum Quotient (Baron-Cohen, Wheelwright, Stott, Bolton, & Goodyear, 2001) negatively correlated with cueing magnitude. Furthermore, exogenous orienting did not differ between the sexes in two peripheral cueing experiments (Experiments 2a and 2b). However, a final experiment showed that using nonpredictive arrows instead of eyes as a central cue also revealed a large gender difference. This demonstrates that reduced orienting from central cues in males generalizes beyond gaze cues. These results show that while peripheral cueing is equivalent in the male and female brains, the attention systems of the two sexes treat noninformative symbolic cues very differently.

Adolescent↗
PubMed2006

Intention in motor learning through observation.

The purpose of this experiment was to assess whether learning an action through observation is enhanced by the intention to reproduce the observed behaviour. Two groups of participants observed a model practise a timing task and performed a 24-hour delayed retention test. Participants in the first group of observers were explicitly instructed that they would be required to execute the timing task that they had observed as accurately as possible during the delayed retention test. Observers in the second group were instructed that they would be required to describe as accurately as possible the behaviour that they had observed. A control group of participants, who did not observe the model, was also administered the delayed retention test. The results of the retention test indicated that absolute timing (parameterization) was learned by the observers to the same extent with or without intention to reproduce the task. Indeed, on the retention test absolute timing for the two groups of observers was as effective as that for the models. However, observing with an intention to reproduce the task was beneficial for learning the movement's relative timing structure. Results are discussed with respect to a potential mechanism by which intention enhances observation.

Adolescent↗
PubMedDate not supplied

Grief work versus continuing bonds: a call for paradigm integration or replacement?

In this paper we compare grief work and continuing bond models of grief to determine if one explains the data better than the other. Sixty individuals in active grief completed a questionnaire in which they were asked to rate their grief status, perceived similarity to the deceased along 7 dimensions, and closeness of relationship to the deceased. A matched control group was also asked to rate the closeness of relationship and perceived similarity to a living person of the same relationship as the deceased to the griever. In line with grief work, we found that perceived similarity was directly related to severity of grief and that perceived closeness of relationship declined over time. In support of continuing bonds, however, perceived similarity did not decline over time, nor was overall perception of similarity among grievers different from their matched controls.

Adult↗
PubMed2005

Copy and recall performance of 6-8-year-old children after standard vs. Step-by-step administration of the Rey-Osterrieth complex figure.

The Rey-Osterrieth Complex Figure (ROCF; Rey 1941; Osterrieth, 1944) is frequently used in the neuropsychological assessment of children and adults. The present study was designed, in part, to examine the impact of providing organizational scaffolding to young children being tested with the ROCF. To this end, 6-, 7-, and 8-year-old children were administered the test either in the standard fashion, or using a format in which the 18 key elements of the figure were introduced sequentially. Participants included 132 children who were randomly assigned to the standard or step-by-step administration groups. Significantly higher accuracy and organization scores for both copy and recall were seen with the step-by-step format than with the standard format, even though children in the step-by-step condition took less time to execute their drawings. Retention of encoded information was not affected by age or testing format. The fact that 6-year-olds in the step-by-step condition performed as well as, or better than, 8-year-olds in the standard condition suggests that the primary problem young children experience with the ROCF lies with organizational strategy formation. Advantages of using the Step-by-step ROCF in clinical practice are discussed.

Child↗
PubMed2002

Correlations between orbitofrontal dysfunction and tobacco smoking.

Orbitofrontal cortex is involved in various reward and reinforcement processes in the human brain. There is both anatomical and functional evidence for a dysfunction of orbitofrontal cortex in substance abusers, and nicotine has been shown to activate reward-related structures in the brain similarly to other abused drugs. This study shows positive correlations between smoking parameters (smoking status and packs smoked per day) and impairment on putative measures of orbitofrontal dysfunction (go/no-go, antisaccades, delayed alternation and impulsivity ratings). While causality could not be determined, other research suggests that an orbitofrontal dysfunction predisposes one toward tobacco abuse.

Adult↗
PubMedDate not supplied

Predicting language outcome in infants with autism and pervasive developmental disorder.

BACKGROUND: To examine longitudinal associations between diagnosis, joint attention, play and imitation abilities and language outcome in infants with autism and pervasive developmental disorder. METHODS AND PROCEDURES: Experimental measures of joint attention, play and imitation were conducted with a sample of infants with autism spectrum disorder at age 20 months. Language outcome was assessed at age 42 months. A within-group longitudinal correlational design was adopted. OUTCOMES AND RESULTS: Language at 42 months was higher for children with a diagnosis of pervasive developmental disorder than for children with a diagnosis of autism. Language at follow-up was also positively associated with performance on experimental measures of joint attention and imitation, but not with performance on experimental measures of play and 'goal detection' at 20 months, nor with a non-verbal intelligence quotient, although these associations were not examined independent of diagnosis. However, floor effects on the measure of play at 20 months and the small sample size limit the conclusions that can be drawn. CONCLUSIONS: Individual differences in infant social-communication abilities as well as diagnosis may predict language outcome in preschoolers with autism spectrum disorders. Attention should be directed at assessing these skills in 2- and 3-year-old children referred for a diagnosis of autism spectrum disorder. Imitation and joint attention abilities may be important targets for early intervention.

Attention↗
PubMedDate not supplied

Learning an invented inflectional morpheme in Spanish by children with typical language skills and with specific language impairment (SLI).

Cross-linguistic research on SLI has suggested that how the disorder is manifested depends on the ambient language. For example, research on Italian indicates that SLI children do not present difficulties with verb inflection, when compared with MLU-matched peers. This pattern contrasts with what has been reported for English-speaking children. The present investigation sought to examine SLI children's use of inflectional morphology through a language teaching task similar to that used by Connell (1987) and Connell and Stone (1992). To address cross-linguistic differences, children were speakers of a language similar to Italian in its verb agreement paradigm. Sixteen Puerto Rican Spanish-speaking with SLI and 16 age-matched controls were taught a subject-verb agreement suffix that established the subject's gender. Half the children in each group were taught the new form via imitation. The rest of the participants were trained via a modeling procedure. Both comprehension and production of the target form were assessed. Results indicated significant differences across the SLI and typical groups for both comprehension and production of the inflectional morpheme, regardless of instructional strategy. These findings contradict what has been observed in previous studies on teaching an invented rule to children with SLI. They also suggest that inflectional morphology may be problematic even for children who are learning a morphologically rich language. The explanatory power of the process account and the linguistic account of SLI are explored as these pertain to the present findings, and suggestions for further research are discussed.

Case-Control Studies↗
PubMedDate not supplied

Imitative production of regular past tense -ed by English-speaking children with specific language impairment.

BACKGROUND: Language intervention procedures often involve the speech-language pathologist highlighting or making more salient forms that are problematic for the child with a language impairment. According to limited processing accounts of specific language impairment (SLI), one way to increase the saliency of a form is to manipulate its sentence position. AIMS: The placement of verbs with past tense regular -ed, a morpheme documented to be significantly difficult to acquire for English-speaking children with SLI, was manipulated. Specifically, the accurate production of verbs with regular past tense -ed in the final position of sentences was evaluated in comparison with verbs with regular past tense -ed in the internal sentence position. METHODS & PROCEDURES: Ten English-speaking children with SLI (mean age 5;2) who were variable in the production of the regular past tense -ed morpheme participated in the study. A sentence imitation task that consisted of sentences with the past tense -ed in the sentence internal position, the sentence final position and foil sentences was presented. OUTCOMES & RESULTS: Overall, the data suggest that in an imitative context, errors of omission occurred only when regular past tense -ed occurred in the sentence internal position compared with the sentence final position. CONCLUSIONS: The results are consistent with the SA explanation for omitted tense marking in children with SLI and do not support the Extended Optional Infinitive Account. Assessment and intervention of past tense -ed may be improved by manipulating the sentence position of this morpheme.

Child↗
PubMedDate not supplied

Is it possible for speech therapy to improve upon natural recovery rates in children who stutter?

BACKGROUND: Speech and language therapists treating children who stutter appear to be assigned a difficult task. Natural spontaneous remission accounts for approximately 60-80% of all children recovering from stuttering. Despite our best efforts, no protocol has ever shown its effectiveness separate from natural recovery rates (i.e. 60-80%). Although speech and language therapists have used a vast array of therapeutic protocols, the incidence and prevalence of childhood stuttering appears to have remained unchanged. Therefore, although in possession of multiple treatment tools, speech and language therapists might be ill-equipped to treat stuttering children effectively and efficiently to the point of recovery. AIM: To assess speech and language therapists' self-reported perceptions of their success in helping children 'completely recover from stuttering' (i.e. no longer exhibiting any overt or covert stuttering symptoms or using therapeutic strategies to modify speech and no longer being viewed by themselves or anyone else as a 'stutterer'). METHODS & PROCEDURES: A questionnaire was sent to 290 speech and language therapists providing stuttering therapy to children attending school in North Carolina, USA, in a system similar to what can be found in many other US states. It addressed therapeutic efficacy in the management of stuttering: the numbers of stuttering children treated and those perceived to be recovered, the therapeutic methods, the time spent in practice, therapy durations and schedules. OUTCOMES & RESULTS: Usable questionnaires were returned by 101 respondents who reported treating a total of 2036 children who stutter. They reported using a full array of techniques known to reduce stuttering. The median reported recovery rate among respondents was 13.9%. Twenty-eight respondents reported no recoveries whatsoever, and 81 reported five recoveries or fewer. The median time spent on a caseload was 3 years. In addition, longer practising therapists reported significantly higher recover rates than those with less time practising. CONCLUSIONS: Remission from stuttering in children being treated in the schools of North Carolina appears to be the exception rather than the rule. The reported recovery rates suggest that not much is being done therapeutically to help children recover from stuttering. The chance of recovery decreases with age, and speech therapy for children who stutter appears to do little to improve their odds of recovery. Speech and language therapists treating these children either do not possess the tools or the tools do not yet exist to change 'nature's recovery agendum' and put children who stutter on the path towards natural sounding, fluent and spontaneous in all situations. As such, the provision of therapy, in North Carolina at least, does not yet allow for stuttering children to shed the label of 'stutterer', in their own eyes and in the eyes of all others for the rest of their lives. In light of these data, the authors suggest re-examining the tools, policies and procedures used in the treatment of stuttering children.

Attitude of Health Personnel↗