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PubMed1988

Replacing a chronic schizophrenic man's delusional speech with stimulus appropriate responses.

This study attempted to extend the use of Cues, Pause, Point language training procedures (developed to treat the speech disorders of mentally handicapped persons) to delusional speech. The direct and potential generalized effects of the procedures on the delusional and socially appropriate responding of an institutionalized, chronic schizophrenic man were evaluated in a multiple baseline design across stimulus-response pairs. The procedures encouraged the subject to (a) remain quiet before, during, and after the presentation of verbal stimuli and then (b) respond on the basis of environmental cues (i.e. written word cards) that contained the correct responses. Delusional responding was rapidly replaced by appropriate responding on both sets of the trained stimuli. Across person and setting generalization occurred in assessments conducted immediately following training, and these effects were maintained for 15 months. The results suggest that Cues, Pause, Point procedures may offer some potential for replacing delusional responding with appropriate responding to social stimuli.

Aged↗
PubMed1986

Event-related brain potentials (P300) and neuropsychological deficit in patients with focal brain lesions.

Sixteen patients with chronic focal brain lesions were investigated with an acoustic P300 test and psychological tests of spatial abilities (Maze Tracing Speed Test, Form Board Test), cognitive speed (Sequential Number Connection Test), categorization (Figure Sorting Test), verbal fluency and vigilance. Neither the psychological battery nor P300 analysis discriminated frontal from retrorolandic brain lesions. Abnormalities of P300 significantly correlated with impairments in those psychological tests which had a spinal component in common. We suggest that abnormality of the P300 with focal brain damage rather indicates higher mental function impairment than direct effects of the lesion.

Adult↗
PubMed1995

Social initiations by autistic children to adults and other children.

Social initiations made by autistic and verbal-matched retarded children were recorded in two naturalistic situations. Frequencies of initiation to adults did not differ between groups, but the retarded children initiated much more frequently to peers. Most interactions for both groups were positive, but the autistic children engaged in more ritualized, and the retarded children more playful, initiations. The autistic children monitored the social environment more when forced into proximity with peers, whereas the retarded children initiated more in the unstructured situation. Autistic initiation to peers was unrelated to severity of autism, but was related to cognitive skills, including vocabulary and comprehension of affect, whereas retarded children's initiations were unrelated to cognitive level. Results are discussed in terms of the differences between adults and children as social stimuli, prerequisite skills for initiation to peers, and the relationship between social cognition and social behavior. It is suggested that autistic and retarded children differ in the quantity of their initiations to peers, and the quality of their initiations to adults, and that initiations to peers may be a particularly useful index of social development in autistic children. Results confirm the need of autistic children for highly structured social environments, and suggest an important role for the remediation of specific cognitive skills such as comprehension of others' affects.

Adolescent↗
PubMed1990

Verbal and nonverbal communication of events in learning-disability subtypes.

This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

Affect↗
PubMed1978

Impulsivity/sociability and reinforcement in verbal operant conditioning.

The present investigation was designed to study the relationship between impulsivity/sociability and modes of reinforcement in verbal operant conditioning. Two 2x3 randomized block designs, one each for impulsivity and sociability, were replicated ten times. One hundred and twenty undergraduate female students (60 for impulsivity and 60 for sociability) were individually subjected to Taffel's verbal conditioning procedure. When the conditioning scores of high and low scorers on the impulsivity and sociability scales were compared, it was found that under rewarding conditions ('good' and 'buzzer' in respect of sociability and 'good' in respect of impulsivity) the high scorers' score and under punishing conditions ('electric shock') the low scorers' score was the higher of the two. The study also revealed that the high scorers (on the impulsivity scale) conditioned more under rewarding conditions while the low scorers (both on the impulsivity and sociability scales) conditioned more under punishing ones.

Adolescent↗
PubMed1986

Adult-like temporal characteristics of mother-infant vocal interactions.

29 mothers and their 9-month-old-infants participated in a semistructured play episode. The temporal patterning of their vocal behavior was analyzed by means of a computerized analogue-to-digital conversion system (AVTA). Time-series regression analysis was employed to determine interpersonal influence over the course of the exchange for a variety of temporal parameters. The analysis revealed that the dyads engaged in alternating vocalization to a greater degree than simultaneous vocalization, and that there is a pattern of mutual influence (interpersonal accommodation) for switching pauses. The results suggest that some of the formal attributes observed in conversational exchanges between adult speakers are observable prior to the emergence of linguistic competence.

Female↗
PubMed2001

'Here's the weavery looming up': verbal humour in a woman with high-functioning autism.

A case study of Grace, a 29-year-old woman with high-functioning autism, is presented. Grace is unusual for a person with autism in that she produces a great deal of humorous and creative word play. She is also unusual in that she writes and then audio-records 'letters' to her family, and produces copious cartoon-like drawings which she annotates, with the result that multiple examples of her humour are available in permanent form. We present examples of Grace's use of puns, jokes, neologisms, 'portmanteau' words, irreverent humour, irony, sarcasm and word play based on her obsessional interests. The examples are used to illustrate the forms and content of Grace's humour, and are discussed in relation to current theories of autism and of normal humour.

Adult↗
PubMed2003

Sexual-orientation-related differences in verbal fluency.

This study examined the performance of 60 heterosexual men, 60 gay men, 60 heterosexual women, and 60 lesbians on 3 tests of verbal fluency known to show gender differences: letter, category, and synonym fluency. Gay men and lesbians showed opposite-sex shifts in their profile of scores. For letter fluency, gay men outperformed all other groups; lesbians showed the lowest scores. For category fluency, gay men and heterosexual women jointly outperformed lesbians and heterosexual men. Finally, gay men outperformed all other groups on synonym fluency, whereas lesbians and heterosexual men performed similarly. A difference between heterosexual men and women was demonstrated on category and synonym fluency only. The findings implicate within-sex differences in the functioning of the prefrontal and temporal cortices.

Adult↗
PubMed1988

EEG activity during performance of cognitive tasks demanding verbal and/or spatial processing.

EEG activity of 8 male volunteers was monopolarly recorded at P3 and P4 during four resting periods and during the performance of three series of cognitive tasks: one verbal, one spatial and one demanding verbal and spatial processing or "mixed" task. Beta, alpha and theta relative power were compared between successful and unsuccessful trials, between start and end of performance interval and among resting periods and tasks. There were no significant differences between successful and unsuccessful trials, nor between start and ending of performance period. The effect of tasks and hemispheres on relative power showed different results for each band: beta was responsive to hemispheres while alpha and theta were sensitive to tasks; beta relative power was significantly higher in the left parietal and the same pattern of asymmetry was maintained during the three series of tasks; alpha relative power decreased and theta increased significantly during the three series of tasks regardless of their cognitive nature as compared to baseline.

Adult↗
PubMed2004

Age-of-acquisition effects in reading aloud: tests of cumulative frequency and frequency trajectory.

Several studies have reported that the age at which a word is learned affects skilled reading. This age-of-acquisition effect is potentially important for theories of reading and learning. The effect has been difficult to pin down, however, because the age at which a word is learned is correlated with many other lexical properties. Zevin and Seidenberg (2002) analyzed these phenomena, using connectionist models that distinguished between cumulative frequency (the total number of times a word is experienced) and frequency trajectory (the distribution of these experiences over time). The models prompted a reevaluation of the empirical literature on this topic. The present research tested and confirmed three behavioral predictions derived from these models. First, cumulative frequency has an impact on skilled word naming, more so than standard measures of frequency derived from such norms as those of Kucera and Francis (1967). Second, frequency trajectory affects age of acquisition: The timing of exposure to words affects how rapidly they are learned. However, frequency trajectory does not affect skilled reading aloud, because the consistencies in mapping between spelling and sound eventually wash out the effects of early differences in frequency of exposure. Thus, in skilled performance, the timing of exposure to words is less important than the amount of exposure. The results clarify the conditions under which age-dependent learning effects occur in reading aloud.

Adolescent↗
PubMed1993

Pauses in the narratives produced by autistic, mentally retarded, and normal children as an index of cognitive demand.

This study investigated the production of different types of speech pauses and repairs in the story narratives produced by autistic, mentally retarded, and normal children, matched on verbal mental age. Ten children in each group were asked to tell the story depicted in a wordless picture book. The narratives were analyzed for frequency of grammatical (between phrase) and nongrammatical (within phrase) pauses, and for several measures of story length and complexity. The main results were that children with autism produced significantly fewer nongrammatical pauses, and that their nongrammatical pausing was correlated with measures of story length and complexity. These findings suggest that the stories told by the autistic children reflect reduced cognitive and communicative demand. The implications of this study for future research on the use of a variety of prosodic characteristics as measures of social cognitive deficit in autism are discussed.

Attention↗
PubMed2003

Responses and sustained interactions in children with mental retardation and autism.

Sustained interactions and responses to social bids made by children with autism and verbal-age-matched children with mental retardation were recorded in two naturalistic settings. Children with autism produced fewer positive responses and more "no responses" than children with mental retardation; both groups were more likely to make positive responses to adults and not to respond to other children. Furthermore, although the frequency of conversations was not different for the two groups, children with autism were significantly less likely to engage in sustained play compared to children with mental retardation. Results suggest that children with autism are able to master the more rote and need-oriented social skills, such as simple conversation, but may not develop other forms of social interactions, like play.

Adolescent↗
PubMed1999

Neural pathways involved in the processing of concrete and abstract words.

The purpose of this study was to delineate the neural pathways involved in processing concrete and abstract words using functional magnetic resonance imaging (fMRI). Word and pseudoword stimuli were presented visually, one at a time, and the participant was required to make a lexical decision. Lexical decision epochs alternated with a resting baseline. In each lexical decision epoch, the stimuli were either concrete words and pseudowords, or abstract words and pseudowords. Behavioral data indicated that, as with previous research, concrete word stimuli were processed more efficiently than abstract word stimuli. Analysis of the fMRI data indicated that processing of word stimuli, compared to the baseline condition, was associated with neural activation in the bilateral fusiform gyrus, anterior cingulate, left middle temporal gyrus, right posterior superior temporal gyrus, and left and right inferior frontal gyrus. A direct comparison between the abstract and concrete stimuli epochs yielded a significant area of activation in the right anterior temporal cortex. The results are consistent with recent positron emission tomography work showing right hemisphere activation during processing of abstract representations of language. The results are interpreted as support for a right hemisphere neural pathway in the processing of abstract word representations.

Adult↗
PubMed2004

Correlation between temporal response of fMRI and fast reaction time in a language task.

Correlation between behavioral parameters and fMRI responses can provide an advanced understanding of the neuronal processes. A lexical decision task was employed to examine the correlation between the reaction time (RT) and the temporal parameters in event-related BOLD responses. Word frequency was manipulated in the experiment. RTs for high-frequency, low-frequency and pseudowords were measured during fMRI (417 +/- 9 ms, 631 +/- 22 ms and 658 +/- 15 ms, respectively). For high-frequency words, RTs were significantly shorter than that for low-frequency and pseudowords (p < 0.0005). In the left inferior frontal region, the FWHM of the fMRI responses was significantly correlated with RT (p < 0.001), which may correspond to areas with sustained activation during the whole processing.

Adult↗
PubMed2002

Aggressive behaviour observed within a neurobehavioural rehabilitation service: utility of the OAS-MNR in clinical audit and applied research.

The Overt Aggression Scale-Modified for Neurorehabilitation (OAS-MNR) has been proposed as a means of standardizing descriptions of post-acute aggressive behaviour disorders amongst people with acquired brain injury. Single cases in the literature have illustrated its clinical utility. In this paper, its contribution to clinical audit and applied research is explored. The scale was used to record all aggressive behaviour exhibited by 46 patients participating in a neurobehavioural programme during a 14 day period. Data for 3914 acts of aggression were captured. Whilst most was verbal, 443 comprised physical assaults on others. Results suggest the OAS-MNR can be usefully employed to audit practice, and has a role to play in resource allocation: however, efficacy remains best judged at the single case level. Regarding clinical research, it was found that patients with low language function were more likely to physically assault others in the absence of identifiable antecedents. Furthermore, this was more severe and required more intrusive interventions to manage it than aggression shown by the same patients which had identifiable antecedents, or any aggression exhibited by patients whose language was better preserved. It is argued that poor language function creates significant barriers to the treatment of aggression, and, whilst intervention methods with good outcome have previously been described, these are no longer routinely available in the UK. An appeal to reverse this is made.

Adolescent↗
PubMed2005

Asymmetries in global-local processing ability in elderly people with the apolipoprotein e-epsilon4 allele.

Previous studies have identified cognitive asymmetries in elderly people at increased risk for Alzheimer's disease (AD) by comparing standardized neuropsychological tests of verbal and spatial abilities in both preclinical AD and apolipoprotein epsilon4+ elderly groups. This prospective study investigated cognitive asymmetries within a single test by comparing cognitively intact elderly (with and without the epsilon4+ allele) on a learning and memory measure that uses global and local visuospatial stimuli. Both groups demonstrated comparable overall learning and recall. But the epsilon4+ group had a significantly larger discrepancy between their global and local learning scores and had a greater proportion of individuals with more than a one standard deviation difference between their immediate recall of the global and local elements, relative to the epsilon4- group. These findings build on previous studies identifying subgroups of elderly people at greater risk for AD who often demonstrate increased cognitive asymmetries relative to groups without significant risk factors.

Aged↗
PubMed1984

Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training.

We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.

Journal Article↗
PubMed1975

Repression-sensitization and response to the implicit cue requirements of a social situation.

It was hypothesized that in an experiment that used verbal recall of threatening statements, repressors would reproduce significantly more of the threatening statements than would sensitizers when the implicit social cue requirement implied the desirability of attending to such statements. SSs were 20 female repressors, as defined by scores on the Repression-Sensitization scale. Ss first heard and then reproduced from memory either a control paragraph or a paragraph intended to imply the desirability of attending to the threatening stimuli. Next, all Ss wer read 20 statements, half of which were intended to be threatening and half of which were nonthreatening. After the Ss had heard all 20 statements, they reproduced from memory as many as they could. Results indicated that when the implicit social cue requirements implied the desirability of attending to the threatening statements, male repressors reproduced more of the statements than did other Ss in accord with predictions. In contrast, female repressors who were exposed to the implicit social due requirements that implied the desirability of attending to the threatening statements reproduced fewer of the statements than did other Ss.

Arousal↗