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Results for “Verbal Behavior”

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PubMed2004

The relationship of language and emotion regulation skills to reticence in children with specific language impairment.

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5-8 years and 9-12 years. The Emotion Regulation Checklist (ERC; A. Shields and D. Cicchetti, 1997, 1998) and the Teacher Behavior Rating Scale (TBRS; C. H. Hart and C. C. Robinson, 1996) were completed by each child's teacher to provide measures of emotion regulation and reticence, respectively. The Comprehensive Assessment of Spoken Language (CASL; E. Carrow-Woodfolk, 1999) was administered to provide a measure of language ability. A regression analysis including all participants indicated that the emotion regulation scores and the CASL scores were significant predictors of the reticence scores, accounting for 43% of the variance. Group-specific analyses were then conducted to determine whether the 2 predictor scales differentially predicted reticence based on language and age groups. None of the tests exceeded the.05 level, indicating that there was no significant difference in predictive power on the 2 factors in question.

Case-Control Studies↗
PubMed1978

Stuttering as operant behavior: effects of the verbal stimuli wrong, right, and tree on the disfluency rates of school-age stutterers and nonstutterers.

This study assessed the effects of the verbally presented stimuli wrong, right, and tree on the frequency of disfluencies during oral reading by 18 school-aged stutterers and 18 matched nonstutterers. No differences were found between the three stimulus words' effect on the disfluency rate of either subject group. Because decreases in the disfluency rates of stutterers were observed during the presentation of all three stimulus words, the data failed to support the operant model. A discussion of theoretical and experimental implications is given.

Adolescent↗
PubMed1985

Oral interaction in cooperative learning groups: speaking, listening, and the nature of statements made by high-, medium-, and low-achieving students.

Oral interaction within cooperative learning groups was observed for high-, medium-, and low-achieving students. Initially, cooperative and individualistic learning situations were compared on achievement and attitudes. Forty-eight 4th-grade American students were assigned to learning situations on a stratified random basis controlling for ability and sex. They participated in the study for 55 min a day for 15 instructional days. Two observation schemes were used. The results for the cooperative situation were factor analyzed to determine the basic dimensions of oral interaction within cooperative learning groups. Five orthogonal factors were identified: Exchanging Task-Related Information, Elaborating on the Information, Encouraging Each Other to Learn, Disagreeing With Each Other's Conclusions, and Making Nontask Comments and Sharing Personal Feelings. The oral participation of students from different achievement levels was differentially related to achievement. Vocalizing was found to be more strongly related to achievement than was listening to other group members vocalize. Medium and low achievers especially benefited from cooperative learning experiences.

Achievement↗
PubMedDate not supplied

Order and disorder in conversation: encounters with dementia of the Alzheimer's type.

After a brief introduction to Dementia of the Alzheimer's Type (DAT), its behavioral diagnostic symptom complex and a summary of communicative implications, we present data from two conversations involving participants with and without DAT. We discuss the concept of "order" in conversation, and the central importance of interactional monitoring. Conversational success and problems in interactions with persons with DAT are seen as emergent from situationally embedded conversations in the presence of cognitive and linguistic impairments on the part of the person with DAT, and of contextually situated communicative impairment resulting therefrom.

Aged↗
PubMed2005

Labeling guides object individuation in 12-month-old infants.

A new manual search method was used to investigate the impact of naming on object individuation in 12-month-old infants. In Experiment 1, on a two-word trial, an experimenter looked into a box while the infant was watching and provided two labels (e.g., "Look, a fep!" and "Look, a wug!"). On a one-word trial, the experimenter instead repeated the same label (e.g., "Look, a zav!"). After the infant retrieved one object from the box, subsequent search behavior was recorded. Infants searched more persistently (i.e., for a longer duration) after hearing two labels than one, suggesting that hearing two labels led the infants to expect two objects inside the box. In Experiment 2, infants' search behavior did not differ depending on whether they heard one or two emotional expressions, suggesting that the facilitation effect observed in Experiment 1 may be specific to linguistic expressions. Thus, we provide the first evidence that infants as young as 12 months are able to use intentional and referential cues to guide their object representations. These findings also suggest that a rudimentary version of the mutual-exclusivity constraint may be functional by the end of the first year.

Child Language↗
PubMed1992

A follow-up study of high-functioning autistic children.

Fifty-eight high-functioning autistic children were assessed during preschool and early school years and followed over a period of 8 years. Early and current psychometric and language tests, parent interviews concerning autistic symptomatology, and direct observations were examined as predictors of the Vineland Adaptive Behavior Scales and scores on standardized achievement tests. Verbal skills emerged as the strongest predictor of social-adaptive functioning. Clear, positive relationships also emerged between intellectual functioning, and academic attainment. Early non-verbal IQ also showed a positive relationship with outcome. Academic performance appeared considerably stronger than in earlier studies.

Achievement↗
PubMed1992

Listening preferences in regard to speech in four children with developmental disabilities.

In a previous experimental study of children's listening responses in regard to speech sounds, autistic children showed preferential patterns which were in sharp contrast to a group of mentally-handicapped and normally-developing children. The present study reports the data obtained for four children whose clinical diagnosis (1) became available only some time after the study was carried out, and/or (2) differed from previously recorded clinical impressions. The results obtained support previous findings according to which a lack of attraction to speech sounds appears to be a feature of young autistic children's overall disregard to people. The present technique is discussed as a viable method to examine experimentally young autistic children's social unresponsiveness.

Acoustic Stimulation↗
PubMed2006

Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten.

BACKGROUND: Although the prevalence of bully/victim problems in school-age children and adolescents has been investigated in many countries, only a few studies have been carried out among younger children. This study examines social behaviors and peer relationships of children involved in bully/victim problems in kindergarten. METHODS: Three hundred and forty-four five- to seven-year-old children participated. Children were categorized as victims, bully-victims, bullies, and non-involved by means of teacher ratings and peer nominations. Teachers completed questionnaires on children's social behavior patterns. Peer relationships were assessed by means of peer nominations and social cluster mapping. RESULTS: Compared to non-involved children, victims were more submissive, had fewer leadership skills, were more withdrawn, more isolated, less cooperative, less sociable, and frequently had no playmates. As expected, bullies and bully-victims were generally more aggressive than their peers. In addition, bully-victims were less cooperative, less sociable, and more frequently had no playmates than non-involved children. Bullies were less prosocial, and had more leadership skills than non-involved children. Bullies belonged to larger social clusters and were frequently affiliated with other bullies or bully-victims. CONCLUSIONS: We were able to establish distinct behavior patterns for bullies, bully-victims, and victims. Some of these social behaviors may be considered as risk factors for being victimized or becoming a bully. Our findings also emphasize the significance of peer relationships in bully/victim problems. On the one hand, victimized children's lack of friends might render them psychologically and socially vulnerable, and thus more prone to becoming easy targets. On the other hand, bullies seemed to be preferred playmates, particularly for other aggressive boys. This affiliation of aggressive children might lead to an increase in bullying behavior. Our understanding of the social and interactional nature of bullying and victimization has practical implications for prevention and intervention against bully/victim problems.

Aggression↗
PubMed1980

Confabulation and frontal lobe dysfunction.

A patient is reported who displayed marked confabulation after frontal lobe damage, and whose pattern of performance on memory tests was not typically amnesic. He initially displayed both "fantastic" and "momentary" confabulation, but several months later showed only "momentary" confabulation, which was apparent on direct questioning. This change in type of confabulation was paralleled by improved performance on frontal lobe tests, although his overall pattern of performance on memory tests was unchanged. It is suggested that severity of frontal lobe dysfunction determines the type of confabulation displayed.

Frontal Lobe↗
PubMed1979

"Folk" criteria for the diagnosis of mental illness in rural Laos: on being insane in sane places.

"Folk" criteria for identifying the mentally ill, as distinguished from folk theories about the causes of mental illness, have been comparatively neglected in cultural psychiatry. The authors describe the criteria by which villagers in Laos labeled 35 subjects as baa (insane). Unprovoked assaultive or destructive behavior, social isolation, self-endangerment due to neglect of personal needs, nonviolent but socially disruptive or inappropriate behavior, and inability to do productive work were found to be important folk criteria. The authors emphasize that folk criteria for mental illness are determined primarily by the persistence of socially dysfunctional behavior rather than by disturbances in thought and affect.

Adult↗
PubMed1985

Diagnostic criteria in childhood depression.

Comparison of diagnoses of childhood depression from four sets of criteria (i.e., Research Diagnostic Criteria, DSM-III, and those of Poznanski and Weinberg) used with 65 children referred to a psychiatric clinic showed complete agreement in 56 (86%) of the cases. The major disagreement resulted from differences between the clinician's rating of dysphoria based on the child's nonverbal behavior and the child's and parent's verbal report of no dysphoria. Analyses of the essential symptoms of depression among the four criteria sets indicated that the nonverbal rating was most strongly associated with a diagnosis of depression and the best predictor of the severity of depression.

Adult↗