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At least 1,711 records · Page 95Linked to original sources
PubMed2004

Language disorder in a child with early left thalamic lesion.

In this paper we present the case of a child with early left thalamic vascular damage who subsequently developed a language disorder. At 3 years and 8 months, her language was poor and unintelligible and showed phonetic, phonological and morpho-syntactic disorders. She did not exhibit any signs of mental retardation. After specific speech therapy, she improved in all linguistic skills. Given the lack of reports on thalamic lesions in children, this paper describes the effect of a thalamic injury in the earliest phases of language acquisition in a child who showed consistent phonological disorders. This case seems to confirm early hemispheric specialisation and the importance of a timely therapy.

Cognition↗
PubMedDate not supplied

Child-directed speech produced by mothers with symptoms of depression fails to promote associative learning in 4-month-old infants.

Child-directed (CD) speech segments produced by 20 mothers who varied in self-reported symptoms of depression, recorded during a structured play interaction with their 2- to 6-month-old infants, were used as conditioned stimuli with face reinforcers in a conditioned attention paradigm. After pairings of speech segments and faces, speech segments were assessed for their ability to increase time spent looking at a novel checker-board pattern (summation test) using 225 4-month-old infants of nondepressed mothers. Significant positive summation, an index of associative learning, was obtained in groups of infants tested with speech produced by mothers with comparatively fewer self-reported symptoms of depression (Beck Depression Inventory or BDI < or = 15). However, significant positive summation was not achieved using speech samples produced by mothers with comparatively more symptoms of depression (BDI > 15). These results indicate that the CD speech produced by mothers with symptoms of depression does not promote associative learning in infants.

Adult↗
PubMed2004

Is visual reference necessary? Contributions of facial versus vocal cues in 12-month-olds' social referencing behavior.

To examine the influences of facial versus vocal cues on infants' behavior in a potentially threatening situation, 12-month-olds on a visual cliff received positive facial-only, vocal-only, or both facial and vocal cues from mothers. Infants' crossing times and looks to mother were assessed. Infants crossed the cliff faster with multimodal and vocal than with facial cues, and looked more to mother in the Face Plus Voice compared to the Voice Only condition. The findings suggest that vocal cues, even without a visual reference, are more potent than facial cues in guiding infants' behavior. The discussion focuses on the meaning of infants' looks and the role of voice in development of social cognition.

Affect↗
PubMed1988

Aspects of structure and content of maternal talk with infants.

Content of maternal talk in six mother-infant dyads was used to determine whether mothers timed their talk to infants as they would when conversing with an adult. Results indicated that maternal talk of an informative nature (Type 1 acts) tended to follow a brief intervening interval of silence, while maternal talk containing little or no information (Type 2 acts) tended to occur when the mothers "talked with" (covocalized with) their infants. In addition, there was a significant trend for the overall proportion of Type 1 acts to increase over infant age. These findings support the view that, during mother-infant engagements, mothers behave like sophisticated conversational partners.

Child Language↗
PubMed1978

Family interaction and communication deviance in disturbed and normal families. Questions of strategy: rejoinder to Jacob and Grounds.

Perhaps the best way to respond to Jacob and Grounds' critique is to focus on the more important issues they raise and to clarify some of the apparent confusion. It seems there are several general classes of criticism that Jacob and Grounds have offered: arbitrariness in selection of studies, inconsistency in reporting findings, inaccuracies in the data reported, and an overly favorable conclusion with respect to the communication deviance literature. Each of these issues will be dealt with here, using as many specific illustrations and examples as space permits.

Affective Symptoms↗
PubMed1984

A clinical study of Gilles de la Tourette syndrome in the United Kingdom.

The clinical features of 53 British-born patients with Gilles de la Tourette syndrome are described. The mean age at onset of body tics was seven years and for vocalisations 11 years. Coprolalia was present in 39%, copropraxia in 21%, echolalia in 46% and echopraxia in 21%. Complicated antics and mannerisms were also common, often involving the compulsive touching of objects or self-injurious behaviour. Forty-six per cent of cases had a family history of tics in a single close relative and in two individuals a further member of the family had Gilles de la Tourette syndrome. Focal dystonia was present in four patients who had never received neuroleptics drugs and chorea was seen in two other untreated patients. In three patients acoustic startle consistently induced brief eye blink followed by a whole body jerk or jump. Rapid repetitive movements of the hands increased the frequency and severity of tics in 13 patients, but the performance of mental arithmetic under time pressure had a much more unpredictable effect. Electroencephalographic abnormalities occurred in eight (13%) but no definite CT brain scan abnormalities were detected. The incidence of left handedness did not differ from that in the general population and no evidence to suggest organic impairment was found on neuropsychological testing. This study provides no support for the notion that Gilles de la Tourette syndrome is a degenerative disorder of the central nervous system but provides some evidence for heterogeneity.

Adolescent↗
PubMed2005

Threats to group value, domain-specific self-esteem and intergroup discrimination amongst minimal and national groups.

The research reported in this investigation sought to examine the self-esteem hypothesis (SEH) using measures of domain-specific and public collective self-esteem (CSE). Two studies were conducted. Each tested both propositions of the SEH. The first study revealed that minimal group members (a) experienced an increase in that domain of self-esteem judged to be relatively more important to the in-group, following the display of in-group favouritism and (b) that minimal group members with low public CSE (and who thus believed that the in-group was negatively evaluated by the out-group) showed enhanced levels of in-group favouritism. The second study, which utilized the members of real social categories (i.e. New Zealanders and Australians) and negative outcome allocations (i.e. white noise) revealed identical findings. The theoretical implications of these results are discussed.

Adult↗
PubMed1974

Articulation training of two hearing-impaired girls.

Two 4-yr-old hearing-impaired girls were trained to articulate correctly /f/ and /sh/ phonemes in the initial position of words in response to pictures. They were first trained to imitate, and then to respond on demand of "what's this?" As a result, both girls generalized correct articulation to words requiring both phonemes in the initial and final positions.

Child, Preschool↗