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Regardless of sex, early maturing adolescents performed better on tests of verbal than spatial abilities, the late maturing ones showed the opposite pattern. Those maturing late were more lateralized for speech than those maturing early. Sex differences in mental abilities, it is argued, reflect differences in the organization of cortical function that are related to differential rates of physical maturation.
A functional analysis suggested that the bizarre speech of an individual with developmental disabilities was maintained by attention. The content of verbal attention was manipulated in two subsequent analyses and revealed that (a) bizarre speech was more frequent when attention was related to the participant's bizarre speech and (b) the participant's statements tended to reflect the content of the therapist's attention, whether bizarre or nonbizarre.
OBJECTIVE: The hypothesis that clozapine reduced serious physically and verbally aggressive behavior of persons with schizophrenia whose symptoms did not respond to typical neuroleptic treatment was tested. METHOD: Incident reports of aggression and restraint of 75 such inpatients were reviewed for 3 months before clozapine treatment and for 6 months of clozapine treatment. BPRS scores were also examined. Twenty-eight patients with no incidents were removed from study. RESULTS: There were significantly fewer incidents of physical aggression per month per patient on clozapine than before clozapine (mean +/- S.D. = 0.13 +/- 0.25 vs. 0.54 +/- 0.93; t = 3.4, df = 46, p < 0.002) and a similar decline in verbal aggression (0.21 +/- 0.31 vs. 0.73 +/- 0.83; t = 4.3, df = 46, p < 0.000). On clozapine, 49% (n = 23) of patients had fewer incidents of physical aggression, 36% (n = 17) showed no change and 15% (n = 7) showed more. Seventy percent (n = 33) of patients had fewer incidents of verbal aggression, 4% (n = 2) showed no change and 25% (n = 12) had more. During the 3 months before clozapine, 14 patients (30%) were restrained a total of 40 times. During the first 6 months of clozapine treatment, three patients (6%) were restrained a total of six times. There were significant decreases in BPRS hostility, positive, negative and psychosis scores. CONCLUSION: Clozapine appears to reduce serious aggression among some patients.
The present experiment utilized EEG spectral analysis to investigate lateralization for emotional processes in the human brain. In frontal zones, a differential lateralization for positive and negative emotion was observed, with relative left-hemispheric activation (as measured by decreases in alpha abundance) for positive emotions and relative right-hemispheric activation for negative emotions. In parietal zones, a differential lateralization for verbal and spatial processes was observed, with relative left-hemispheric activation for verbal questions and relative right-hemispheric activation for spatial questions. Examination of EEG bands other than alpha (i.e. delta, theta, beta, and total power) suggested that emotional and cognitive processes are further distinguished by different EEG spectral patterns.
The psychomotor development of 65 noninstitutionalized individuals with cri-du-chat syndrome was examined through parental questionnaire responses and supporting medical records. Social quotients determined by a Vineland Maturity Scale ranged from 6 to 85, the ages at which developmental milestones were attained varied from the upper limits of normal to six years delayed. Achievement levels were influenced favorably by the early introduction of special education, and were affected adversely by the presence of an unbalanced translocation. This study suggests that many children with cri-du-chat syndrome can attain developmental and social skills normally seen in 5- to 6-year-old children, although their linguistic abilities are seldom as advanced. Contrary to the commonly portrayed clinical picture of severe mental retardation and bedridden debilitation, the older home-reared cri-du-chat child was usually ambulatory, had a moderate degree of independence in self-care skills, and was able to communicate either verbally or through gestural sign language. Physicians and parents should be aware of the full range of psychomotor potential of the child with cri-du-chat syndrome in order to make informed decisions concerning institutional placement.
Social language use (pragmatics) in parents of autistic individuals and controls was compared. Autism parents displayed atypical pragmatic behaviours more often than controls. Preliminary factor analysis suggested three parsimonious groupings of pragmatic abnormalities: Disinhibited Social Communication, Awkward/Inadequate Expression, and Odd Verbal Interaction. The pragmatic features observed in some autism parents are milder but conceptually similar to the social language deficits of autism. Possible reasons for familial aggregation of pragmatic language deficits are discussed.
Right handers moved their eyes leftward when solving spatial problems and rightward for verbal problems when the questioner sat behind them. When facing the questioner, the same subjects moved their eyes predominantly in only one direction, either right or left, regardless of problem type. The results indicate that the cerebral hemispheres, though specialized for problem type, are also preferentially activated within the same individuals.
Speech segmentation, determining where one word ends and the next begins in continuous speech, is necessary for auditory language processing. However, because there are few direct indices of this fast, automatic process, it has been difficult to study. We recorded event-related brain potentials (ERPs) while adult humans listened to six pronounceable nonwords presented as continuous speech and compared the responses to nonword onsets before and after participants learned the nonsense words. In subjects showing the greatest behavioral evidence of word learning, word onsets elicited a larger N100 after than before training. Thus N100 amplitude indexes speech segmentation even for recently learned words without any acoustic segmentation cues. The timing and distribution of these results suggest specific processes that may be central to speech segmentation.
Sex differences in verbal and nonverbal abilities were reconsidered in relation to bodily measures and sex hormones in Turkish university students. Perceptual-verbal ability was evaluated using As Test. To assess the nonverbal abilities, the mental rotation test and Cattell's Culture Fair Intelligence Test were used. As expected, the 53 women performed better than men on the As Test; 79 men had a higher mean than the 53 women on the mental rotation task; there was no sex difference on Cattell's IQ Test. Cattell IQs correlated only with tidal volume of lungs. Scores on the As Test did not show significant correlations with body size and lung capacities. Mental rotation was significantly correlated with height, weight, and lung volume. With covariates of height, weight, and vital capacity, sex differences in mental rotation completely disappeared, but the difference on the As Test increased while Cattell IQ remained sex-neutral. With testosterone as covariate, the sex difference on the As test increased but on the mental rotation task disappeared; Cattell IQ was sex-neutral. With covariates of estradiol and progesterone, sex differences on the As test disappeared; mental rotation scores and Cattell IQ were not influenced. Under a combined covariation of height, weight, and testosterone, sex differences in mental rotation reversed, women scoring better than men; after adding estradiol or progesterone instead of testosterone to this model, sex differences on mental rotation completely disappeared, but verbal ability and Cattell IQ were not changed. These results suggest that Cattell's Culture Fair Intelligence Test is unique in resistance to sex differences; perceptual-verbal ability was the most sex-specific mental trait but with dependence on estradiol; mental rotation, on the contrary, was least sex-specific, depending on body size, lung volume, sex hormones, and their combined actions, which explains women's better performance.
We traced spatial, verbal and musical abilities through a seven-year period of adolescence. When we started our study, 60 boys had reached a mean age of 11.72, 60 girls were 11.52 on average. Menarche and mutation served as markers for maturation. We found that early, mid, and late maturers differed on spatial orientation and on tactile-visual discrimination as measured with the Witelson task. No differences between the maturational groups emerged on verbal fluency and on Wing's Standardized Tests of Musical Intelligence. At some stages, sex differences on spatial, verbal, and musical tests emerged, and disappeared at others. The sex differences in performance levels were not associated with a sex-specific relationship between maturation rate and performance levels. We found indications of the usefulness of sex hormone measurement in relation to cognitive and musical development in adolescence.
In three experiments, 2- to 4-year-old children, following pretraining with everyday objects, were presented with arbitrary stimuli of differing shapes. In Experiment 1A, 9 subjects were trained one common tact response, "zag," to three of these and a second tact, "vek," to another three. In category match-to-sample Test 1, 4 subjects sorted accurately when required only to look at the sample before selecting from five comparisons. The remaining 5 subjects succeeded in Test 2, in which they were required to tact the sample before selecting comparisons. Experiment 1B showed, for 2 of these subjects, that tact training with 12 arbitrary stimuli established two six-member classes that were still intact 6 weeks later. In Experiment 2, 3 new subjects participated in a common tact training procedure that ensured that none of the exemplars from the same class were presented together prior to the test for three-member classes. Two subjects passed category Test 1 and the third passed Test 2. Tests showed subjects' listener behavior in response to hearing /zog/ and /vek/ to be in place. These experiments indicate that common naming is effective in establishing arbitrary stimulus classes and that category match-to-sample testing provides a robust measure of categorization.
A dual-task paradigm with concurrent verbal and spatial tasks was used to investigate differences across three age groups for lateralized effects, magnitude of tapping interference, and cognitive task output. In addition, rescaled scores comparing verbal with spatial measures within and across age groups were analyzed to examine asymmetric age differences for right versus left hemisphere abilities. Results of the present dual task finger tapping investigation of three age groups showed all groups left lateralized for verbal tasks and right lateralized for spatial tasks. However, the magnitude of interference in tapping was significantly greater in paced nonideational shadowing tasks and during paced purposeful spatial tasks. Outcomes of exploratory analyses suggest a complex interplay between aptitude and the corresponding lateralized effects and cognitive effort to perform the task.
The present research examined how implicit racial associations and explicit racial attitudes of Whites relate to behaviors and impressions in interracial interactions. Specifically, the authors examined how response latency and self-report measures predicted bias and perceptions of bias in verbal and nonverbal behavior exhibited by Whites while they interacted with a Black partner. As predicted, Whites' self-reported racial attitudes significantly predicted bias in their verbal behavior to Black relative to White confederates. Furthermore, these explicit attitudes predicted how much friendlier Whites felt that they behaved toward White than Black partners. In contrast, the response latency measure significantly predicted Whites' nonverbal friendliness and the extent to which the confederates and observers perceived bias in the participants' friendliness.
UNLABELLED: A discourse-based, contextual intervention approach for increasing children's word finding proficiency was evaluated. The clinician's role was to (a) identify overt word finding behaviors as they occurred, (2) allow their completion, and (c) provide appropriate feedback, including requests for associative information, requests for clarification, comments to confirm the appropriateness of word choices, and comments to facilitate discourse restructuring. Subjects were three 9-year-old boys with diagnosed language-learning disabilities (LLD) characterized by word finding problems. Intervention proceeded following a within-subjects multiple baseline design involving three tasks: picture-elicited narratives, story-retelling, and conversation on familiar topics. All three subjects exhibited a decrease in the average number of problematic word finding behaviors from initial baseline to posttreatment measurement. Discourse-based intervention provided naturalistic contexts for the study of word finding behaviors, specifically effects of linguistic contexts and effects of task complexity. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to identify and categorize children's overt word finding behaviors as they occur in discourse. (2) As a result of this activity, the participant will be able to discuss various aspects of a contextualized philosophy of learning as applied to language intervention. (3) As a result of this activity, the participant will be able to compare and contrast traditional intervention approaches for improving children's word finding with one discourse-based approach.
OBJECTIVE: To study the usefulness of galantamine, a competitive, reversible acetylcholinesterase inhibitor (AChEI), in adults diagnosed with autism (in accordance with DSM-IV-TR Axis I clinical criteria) before age three years. METHODS: To promote verbalization and meaningful speech sound production through biochemical enhancement of the serotonergic subsystem of the central nervous system (CNS), galantamine 4 mg qhs was administered, with indicated dose increases. RESULTS: Verbal fluency increased in all patients, according to their caregivers. One patient developed a macular rash that abated when the medication was discontinued. After one month on donepezil 5 mg qhs, verbal and behavioral regression again led to discontinuation. Doses for the other patients have been escalated by 4 mg daily each month to a maximum of 12 mg, with improvement following each increase. CONCLUSIONS: Cholinergic stimulation of the CNS serotonergic subsystem with galantamine may enhance expressive language and communication in autistic adults. Clinical trials are needed to study adjuvant therapy with galantamine in such patients.
This article reviews the effects of chronic undue or low lead absorption on the speech and language behavior of children. While the effects of high-level lead poisoning have been documented, the effects of chronic low-lead absorption remain controversial. It is concluded that the evidence supports the presence of speech and language problems in some low-lead level children. The severity, duration, and specific nature of the problems, however, are not clear. Pertinent research issues are addressed.
Residents' interactions in the sitting spaces of purpose-built Homes for old people were studied by participant and structural observation. Eight Homes were sampled from a larger number to represent factors of size (large and small), design (institutional and family) and mental designation of residents (confused or rational). Verbal exchanges between residents were analysed in terms of initiators' and respondents' mental designations. The residents' locations within the sitting spaces and in the sleeping and dining areas of the Homes were recorded. Examination of these data suggests that residents of different mental designations are segregated from each other. Some architectural design elements of physical settings that might foster integration are outlined.
This paper examines the literature on training severely and profoundly retarded individuals in social skills. Experimental studies have focused mainly on three areas: (1) cooperative responding during play, (2) non-verbal physical or close-proximity interactions, and (3) conversational skills. Training procedures varied but usually involved combinations of physical and verbal prompting, modeling, shaping, and social and edible reinforcement. These studies provide strong evidence that severely and profoundly retarded individuals can be taught useful interpersonal skills and can sometimes even assist the development of these skills in their peers. In general, the studies were methodologically sound in terms of basic design and interobserver reliabilities but weak with respect to maintenance and follow-up procedures. Only some studies tested for generalization of treatment effects and only a few specifically trained for such generalization.