Sample records for variabilidad verbal una

  1. Why Verbalization of Non-Verbal Memory Reduces Recognition Accuracy: A Computational Approach to Verbal Overshadowing.

    PubMed

    Hatano, Aya; Ueno, Taiji; Kitagami, Shinji; Kawaguchi, Jun

    2015-01-01

    Verbal overshadowing refers to a phenomenon whereby verbalization of non-verbal stimuli (e.g., facial features) during the maintenance phase (after the target information is no longer available from the sensory inputs) impairs subsequent non-verbal recognition accuracy. Two primary mechanisms have been proposed for verbal overshadowing, namely the recoding interference hypothesis, and the transfer-inappropriate processing shift. The former assumes that verbalization renders non-verbal representations less accurate. In contrast, the latter assumes that verbalization shifts processing operations to a verbal mode and increases the chance of failing to return to non-verbal, face-specific processing operations (i.e., intact, yet inaccessible non-verbal representations). To date, certain psychological phenomena have been advocated as inconsistent with the recoding-interference hypothesis. These include a decline in non-verbal memory performance following verbalization of non-target faces, and occasional failures to detect a significant correlation between the accuracy of verbal descriptions and the non-verbal memory performance. Contrary to these arguments against the recoding interference hypothesis, however, the present computational model instantiated core processing principles of the recoding interference hypothesis to simulate face recognition, and nonetheless successfully reproduced these behavioral phenomena, as well as the standard verbal overshadowing. These results demonstrate the plausibility of the recoding interference hypothesis to account for verbal overshadowing, and suggest there is no need to implement separable mechanisms (e.g., operation-specific representations, different processing principles, etc.). In addition, detailed inspections of the internal processing of the model clarified how verbalization rendered internal representations less accurate and how such representations led to reduced recognition accuracy, thereby offering a computationally

  2. Why Verbalization of Non-Verbal Memory Reduces Recognition Accuracy: A Computational Approach to Verbal Overshadowing

    PubMed Central

    Hatano, Aya; Ueno, Taiji; Kitagami, Shinji; Kawaguchi, Jun

    2015-01-01

    Verbal overshadowing refers to a phenomenon whereby verbalization of non-verbal stimuli (e.g., facial features) during the maintenance phase (after the target information is no longer available from the sensory inputs) impairs subsequent non-verbal recognition accuracy. Two primary mechanisms have been proposed for verbal overshadowing, namely the recoding interference hypothesis, and the transfer-inappropriate processing shift. The former assumes that verbalization renders non-verbal representations less accurate. In contrast, the latter assumes that verbalization shifts processing operations to a verbal mode and increases the chance of failing to return to non-verbal, face-specific processing operations (i.e., intact, yet inaccessible non-verbal representations). To date, certain psychological phenomena have been advocated as inconsistent with the recoding-interference hypothesis. These include a decline in non-verbal memory performance following verbalization of non-target faces, and occasional failures to detect a significant correlation between the accuracy of verbal descriptions and the non-verbal memory performance. Contrary to these arguments against the recoding interference hypothesis, however, the present computational model instantiated core processing principles of the recoding interference hypothesis to simulate face recognition, and nonetheless successfully reproduced these behavioral phenomena, as well as the standard verbal overshadowing. These results demonstrate the plausibility of the recoding interference hypothesis to account for verbal overshadowing, and suggest there is no need to implement separable mechanisms (e.g., operation-specific representations, different processing principles, etc.). In addition, detailed inspections of the internal processing of the model clarified how verbalization rendered internal representations less accurate and how such representations led to reduced recognition accuracy, thereby offering a computationally

  3. Some verbal behavior about verbal behavior

    PubMed Central

    Salzinger, Kurt

    2003-01-01

    Beginning with behavior analysts' tendency to characterize verbal behavior as “mere” verbal behavior, the author reviews his own attempt to employ it to influence both his staff and policies of our government. He then describes its role in psychopathology, its effect on speakers in healing themselves and on engendering creativity. The paper ends by calling to our attention the role of verbal behavior in the construction of behavior analysis. PMID:22478393

  4. Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE.

    PubMed

    Collins, Lauren G; Schrimmer, Anne; Diamond, James; Burke, Janice

    2011-05-01

    Communication during medical interviews plays a large role in patient adherence, satisfaction with care, and health outcomes. Both verbal and non-verbal communication (NVC) skills are central to the development of rapport between patients and healthcare professionals. The purpose of this study was to assess the role of non-verbal and verbal communication skills on evaluations by standardized patients during an ethnogeriatric Objective Structured Clinical Examination (OSCE). Interviews from 19 medical students, residents, and fellows in an ethnogeriatric OSCE were analyzed. Each interview was videotaped and evaluated on a 14 item verbal and an 8 item non-verbal communication checklist. The relationship between verbal and non-verbal communication skills on interview evaluations by standardized patients were examined using correlational analyses. Maintaining adequate facial expression (FE), using affirmative gestures (AG), and limiting both unpurposive movements (UM) and hand gestures (HG) had a significant positive effect on perception of interview quality during this OSCE. Non-verbal communication skills played a role in perception of overall interview quality as well as perception of culturally competent communication. Incorporating formative and summative evaluation of both verbal and non-verbal communication skills may be a critical component of curricular innovations in ethnogeriatrics, such as the OSCE. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  5. Verbalizing facial memory: criterion effects in verbal overshadowing.

    PubMed

    Clare, Joseph; Lewandowsky, Stephan

    2004-07-01

    This article investigated the role of the recognition criterion in the verbal overshadowing effect (VOE). In 3 experiments, people witnessed an event, verbally described a perpetrator, and then attempted identification. The authors found in Experiment 1, which included a "not present" response option and both perpetrator-present (PP) and perpetrator-absent (PA) lineups, an increased reluctance to identify a person from both lineup types after verbalization. Experiment 2 incorporated a forced-choice procedure, and the authors found no effect of verbalization on identification performance. Experiment 3 replicated the essential aspects of these results. Consequently, the VOE may reflect a change in recognition criterion rather than a changed processing style or alteration of the underlying memory trace. This conclusion was confirmed by computational modeling of the data. Copyright 2004 APA, all rights reserved

  6. Interactive use of communication by verbal and non-verbal autistic children.

    PubMed

    Amato, Cibelle Albuquerque de la Higuera; Fernandes, Fernanda Dreux Miranda

    2010-01-01

    Communication of autistic children. To assess the communication functionality of verbal and non-verbal children of the autistic spectrum and to identify possible associations amongst the groups. Subjects were 20 children of the autistic spectrum divided into two groups: V with 10 verbal children and NV with 10 non-verbal children with ages varying between 2y10m and 10y6m. All subjects were video recorded during 30 minutes of spontaneous interaction with their mothers. The samples were analyzed according to the functional communicative profile and comparisons within and between groups were conducted. Data referring to the occupation of communicative space suggest that there is an even balance between each child and his mother. The number of communicative acts per minute shows a clear difference between verbal and non-verbal children. Both verbal and non-verbal children use mostly the gestual communicative mean in their interactions. Data about the use of interpersonal communicative functions point out to the autistic children's great interactive impairment. The characterization of the functional communicative profile proposed in this study confirmed the autistic children's difficulties with interpersonal communication and that these difficulties do not depend on the preferred communicative mean.

  7. Verbalizing Facial Memory: Criterion Effects in Verbal Overshadowing

    ERIC Educational Resources Information Center

    Clare, Joseph; Lewandowsky, Stephan

    2004-01-01

    This article investigated the role of the recognition criterion in the verbal overshadowing effect (VOE). In 3 experiments, people witnessed an event, verbally described a perpetrator, and then attempted identification. The authors found in Experiment 1, which included a "not present" response option and both perpetrator-present (PP) and…

  8. Effect of Training Different Classes of Verbal Behavior to Decrease Aberrant Verbal Behavior

    PubMed Central

    Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

    2012-01-01

    Inappropriate verbal behavior that is labeled “psychotic” is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal behavior. Similar to a previous study (Arntzen, Ro Tonnessen, & Brouwer, 2006), the results of the current study suggested that the procedure helped to establish a repertoire of appropriate functional vocal verbal behavior in the participant. Overall, the results suggested the effectiveness of an intervention based on training various classes of verbal behavior in decreasing aberrant verbal behavior. PMID:22754112

  9. Effect of training different classes of verbal behavior to decrease aberrant verbal behavior.

    PubMed

    Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

    2012-01-01

    Inappropriate verbal behavior that is labeled "psychotic" is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal behavior. Similar to a previous study (Arntzen, Ro Tonnessen, & Brouwer, 2006), the results of the current study suggested that the procedure helped to establish a repertoire of appropriate functional vocal verbal behavior in the participant. Overall, the results suggested the effectiveness of an intervention based on training various classes of verbal behavior in decreasing aberrant verbal behavior.

  10. Large Verbal--Non-Verbal Ability Differences and Underachievement.

    ERIC Educational Resources Information Center

    Whittington, Joyce

    1988-01-01

    Describes study conducted in England, Scotland, and Wales based on a national sample of 11-year-olds that investigated the relationship between large verbal and non-verbal differences in ability and underachievement in mathematics and reading. Sex differences are also examined and further research needs are suggested. (14 references) (LRW)

  11. Listening Is Behaving Verbally

    ERIC Educational Resources Information Center

    Schlinger, Henry D.

    2008-01-01

    As we celebrate the 50th anniversary of the publication of B. F. Skinner's "Verbal Behavior", it may be important to reconsider the role of the listener in the verbal episode. Although by Skinner's own admission, "Verbal Behavior" was primarily about the behavior of the speaker, his definition of verbal behavior as "behavior reinforced through the…

  12. Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2013-01-01

    This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

  13. Comparing topography-based verbal behavior with stimulus selection-based verbal behavior

    PubMed Central

    Sundberg, Carl T.; Sundberg, Mark L.

    1990-01-01

    Michael (1985) distinguished between two types of verbal behavior: topography-based and stimulus selection-based verbal behavior. The current research was designed to empirically examine these two types of verbal behavior while addressing the frequently debated question, Which augmentative communication system should be used with the nonverbal developmentally disabled person? Four mentally retarded adults served as subjects. Each subject was taught to tact an object by either pointing to its corresponding symbol (selection-based verbal behavior), or making the corresponding sign (topography-based verbal behavior). They were then taught an intraverbal relation, and were tested for the emergence of stimulus equivalence relations. The results showed that signed responses were acquired more readily than pointing responses as measured by the acquisition of tacts and intraverbals, and the formation of equivalence classes. These results support Michael's (1985) analysis, and have important implications for the design of language intervention programs for the developmentally disabled. ImagesFig. 1Fig. 2 PMID:22477602

  14. Verbal and non-verbal intelligence changes in the teenage brain.

    PubMed

    Ramsden, Sue; Richardson, Fiona M; Josse, Goulven; Thomas, Michael S C; Ellis, Caroline; Shakeshaft, Clare; Seghier, Mohamed L; Price, Cathy J

    2011-10-19

    Intelligence quotient (IQ) is a standardized measure of human intellectual capacity that takes into account a wide range of cognitive skills. IQ is generally considered to be stable across the lifespan, with scores at one time point used to predict educational achievement and employment prospects in later years. Neuroimaging allows us to test whether unexpected longitudinal fluctuations in measured IQ are related to brain development. Here we show that verbal and non-verbal IQ can rise or fall in the teenage years, with these changes in performance validated by their close correlation with changes in local brain structure. A combination of structural and functional imaging showed that verbal IQ changed with grey matter in a region that was activated by speech, whereas non-verbal IQ changed with grey matter in a region that was activated by finger movements. By using longitudinal assessments of the same individuals, we obviated the many sources of variation in brain structure that confound cross-sectional studies. This allowed us to dissociate neural markers for the two types of IQ and to show that general verbal and non-verbal abilities are closely linked to the sensorimotor skills involved in learning. More generally, our results emphasize the possibility that an individual's intellectual capacity relative to their peers can decrease or increase in the teenage years. This would be encouraging to those whose intellectual potential may improve, and would be a warning that early achievers may not maintain their potential.

  15. Incongruence between Verbal and Non-Verbal Information Enhances the Late Positive Potential.

    PubMed

    Morioka, Shu; Osumi, Michihiro; Shiotani, Mayu; Nobusako, Satoshi; Maeoka, Hiroshi; Okada, Yohei; Hiyamizu, Makoto; Matsuo, Atsushi

    2016-01-01

    Smooth social communication consists of both verbal and non-verbal information. However, when presented with incongruence between verbal information and nonverbal information, the relationship between an individual judging trustworthiness in those who present the verbal-nonverbal incongruence and the brain activities observed during judgment for trustworthiness are not clear. In the present study, we attempted to identify the impact of incongruencies between verbal information and facial expression on the value of trustworthiness and brain activity using event-related potentials (ERP). Combinations of verbal information [positive/negative] and facial expressions [smile/angry] expressions were presented randomly on a computer screen to 17 healthy volunteers. The value of trustworthiness of the presented facial expression was evaluated by the amount of donation offered by the observer to the person depicted on the computer screen. In addition, the time required to judge the value of trustworthiness was recorded for each trial. Using electroencephalography, ERP were obtained by averaging the wave patterns recorded while the participants judged the value of trustworthiness. The amount of donation offered was significantly lower when the verbal information and facial expression were incongruent, particularly for [negative × smile]. The amplitude of the early posterior negativity (EPN) at the temporal lobe showed no significant difference between all conditions. However, the amplitude of the late positive potential (LPP) at the parietal electrodes for the incongruent condition [negative × smile] was higher than that for the congruent condition [positive × smile]. These results suggest that the LPP amplitude observed from the parietal cortex is involved in the processing of incongruence between verbal information and facial expression.

  16. Verbal Reports as Data.

    ERIC Educational Resources Information Center

    Ericsson, K. Anders; Simon, Herbert A.

    1980-01-01

    Accounting for verbal reports requires explication of the mechanisms by which the reports are generated and influenced by experimental factors. We discuss different cognitive processes underlying verbalization and present a model of how subjects, when asked to think aloud, verbalize information from their short-term memory. (Author/GDC)

  17. Verbal memory and verbal fluency tasks used for language localization and lateralization during magnetoencephalography.

    PubMed

    Pirmoradi, Mona; Jemel, Boutheina; Gallagher, Anne; Tremblay, Julie; D'Hondt, Fabien; Nguyen, Dang Khoa; Béland, Renée; Lassonde, Maryse

    2016-01-01

    The aim of this study was to develop a presurgical magnetoencephalography (MEG) protocol to localize and lateralize expressive and receptive language function as well as verbal memory in patients with epilepsy. Two simple language tasks and a different analytical procedure were developed. Ten healthy participants and 13 epileptic patients completed two language tasks during MEG recording: a verbal memory task and a verbal fluency task. As a first step, principal component analyses (PCA) were performed on source data from the group of healthy participants to identify spatiotemporal factors that were relevant to these paradigms. Averaged source data were used to localize areas activated during each task and a laterality index (LI) was computed on an individual basis for both groups, healthy participants and patients, using sensor data. PCA revealed activation in the left temporal lobe (300 ms) during the verbal memory task, and from the frontal lobe (210 ms) to the temporal lobe (500 ms) during the verbal fluency task in healthy participants. Averaged source data showed activity in the left hemisphere (250-750 ms), in Wernicke's area, for all participants. Left hemisphere dominance was demonstrated better using the verbal memory task than the verbal fluency task (F1,19=4.41, p=0.049). Cohen's kappa statistic revealed 93% agreement (k=0.67, p=0.002) between LIs obtained from MEG sensor data and fMRI, the IAT, electrical cortical stimulation or handedness with the verbal memory task for all participants. At 74%, agreement results for the verbal fluency task did not reach statistical significance. Analysis procedures yielded interesting findings with both tasks and localized language-related activation. However, based on source localization and laterality indices, the verbal memory task yielded better results in the context of the presurgical evaluation of epileptic patients. The verbal fluency task did not add any further information to the verbal memory task as

  18. Verbal memory outcome in patients with normal preoperative verbal memory and left mesial temporal sclerosis.

    PubMed

    LoGalbo, Anthony; Sawrie, Stephen; Roth, David L; Kuzniecky, Ruben; Knowlton, Robert; Faught, Edward; Martin, Roy

    2005-05-01

    Previous studies have shown that structural integrity (i.e., presence/absence of mesial temporal sclerosis (MTS)) of the left mesial temporal lobe is associated with verbal memory outcome following left anterior temporal lobectomy (ATL). However, the functional integrity of the left temporal lobe, as exemplified by preoperative verbal memory performance, has also been associated with verbal memory outcome following surgery. We investigated the risk of verbal memory loss in patients with known structural abnormality (i.e., left mesial temporal sclerosis by MRI) and normal preoperative verbal memory performance who undergo left ATL. Seventeen patients with left temporal lobe epilepsy, MRI-based exclusive left MTS, and normal preoperative verbal memory were identified. Normal verbal memory was defined as performance on both Acquisition (learning across trials 1-5) and Retrieval (long delayed free recall) portions of the California Verbal Learning Test (CVLT) above a T score of 40 (>16%ile). Postoperative verbal memory outcome was established by incorporating standardized regression-based (SRB) change scores. Postoperative declines across both CVLT Retrieval T scores and Acquisition T scores (average 20% and average 15% declines from baseline scores, respectively) were measured for the group. The average CVLT Retrieval SRB change score was -2.5, and the average CVLT Acquisition SRB change score was -1.0. A larger proportion of patients demonstrated postoperative declines on Retrieval scores than Acquisition scores (64.7% vs 17.6%, respectively). Even in the presence of left MTS, patients exhibiting normal presurgical verbal memory are at risk for verbal memory declines following ATL. These results suggest that the functional integrity of the left mesial temporal lobe may play an important role in the verbal memory outcome in this patient group.

  19. Motor system contributions to verbal and non-verbal working memory.

    PubMed

    Liao, Diana A; Kronemer, Sharif I; Yau, Jeffrey M; Desmond, John E; Marvel, Cherie L

    2014-01-01

    Working memory (WM) involves the ability to maintain and manipulate information held in mind. Neuroimaging studies have shown that secondary motor areas activate during WM for verbal content (e.g., words or letters), in the absence of primary motor area activation. This activation pattern may reflect an inner speech mechanism supporting online phonological rehearsal. Here, we examined the causal relationship between motor system activity and WM processing by using transcranial magnetic stimulation (TMS) to manipulate motor system activity during WM rehearsal. We tested WM performance for verbalizable (words and pseudowords) and non-verbalizable (Chinese characters) visual information. We predicted that disruption of motor circuits would specifically affect WM processing of verbalizable information. We found that TMS targeting motor cortex slowed response times (RTs) on verbal WM trials with high (pseudoword) vs. low (real word) phonological load. However, non-verbal WM trials were also significantly slowed with motor TMS. WM performance was unaffected by sham stimulation or TMS over visual cortex (VC). Self-reported use of motor strategy predicted the degree of motor stimulation disruption on WM performance. These results provide evidence of the motor system's contributions to verbal and non-verbal WM processing. We speculate that the motor system supports WM by creating motor traces consistent with the type of information being rehearsed during maintenance.

  20. Verbal and Non-Verbal Communication and Coordination in Mission Control

    NASA Technical Reports Server (NTRS)

    Vinkhuyzen, Erik; Norvig, Peter (Technical Monitor)

    1998-01-01

    In this talk I will present some video-materials gathered in Mission Control during simulations. The focus of the presentation will be on verbal and non-verbal communication between the officers in the front and backroom, especially the practices that have evolved around a peculiar communications technology called voice loops.

  1. Motor system contributions to verbal and non-verbal working memory

    PubMed Central

    Liao, Diana A.; Kronemer, Sharif I.; Yau, Jeffrey M.; Desmond, John E.; Marvel, Cherie L.

    2014-01-01

    Working memory (WM) involves the ability to maintain and manipulate information held in mind. Neuroimaging studies have shown that secondary motor areas activate during WM for verbal content (e.g., words or letters), in the absence of primary motor area activation. This activation pattern may reflect an inner speech mechanism supporting online phonological rehearsal. Here, we examined the causal relationship between motor system activity and WM processing by using transcranial magnetic stimulation (TMS) to manipulate motor system activity during WM rehearsal. We tested WM performance for verbalizable (words and pseudowords) and non-verbalizable (Chinese characters) visual information. We predicted that disruption of motor circuits would specifically affect WM processing of verbalizable information. We found that TMS targeting motor cortex slowed response times (RTs) on verbal WM trials with high (pseudoword) vs. low (real word) phonological load. However, non-verbal WM trials were also significantly slowed with motor TMS. WM performance was unaffected by sham stimulation or TMS over visual cortex (VC). Self-reported use of motor strategy predicted the degree of motor stimulation disruption on WM performance. These results provide evidence of the motor system’s contributions to verbal and non-verbal WM processing. We speculate that the motor system supports WM by creating motor traces consistent with the type of information being rehearsed during maintenance. PMID:25309402

  2. Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

    PubMed

    Wu, Sarah S; Chen, Lang; Battista, Christian; Smith Watts, Ashley K; Willcutt, Erik G; Menon, Vinod

    2017-09-01

    Individual differences in children's math performance have been associated with math anxiety, attention problems, working memory (WM), and reading skills, but the mechanisms by which these factors jointly contribute to children's math achievement are unknown. Here, we use structural equation modeling to characterize the relation between these factors and their influence on non-verbal Numerical Operations (NO) and verbal Math Reasoning (MR) in 330 children (M=8.34years). Our findings indicate that WM plays a central role in both non-verbal NO and verbal MR, whereas math anxiety and reading comprehension have unique and more pronounced influences on MR, compared to NO. Our study elucidates how affective and cognitive factors distinctly influence non-verbal and verbal mathematical problem solving. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. Parental Verbal Affection and Verbal Aggression in Childhood Differentially Influence Psychiatric Symptoms and Wellbeing in Young Adulthood

    PubMed Central

    Polcari, Ann; Rabi, Keren; Bolger, Elizabeth; Teicher, Martin H.

    2013-01-01

    Previous research has shown that exposure to parental verbal aggression is common and associated with increased levels of depression, anxiety, dissociation, and drug use. A key question that has not been addressed is whether verbal affection from the same or opposite parent can attenuate the effects of verbal aggression. This cross-sectional study examined the effects of parental verbal aggression and affection during childhood on measures of psychopathology and wellbeing in a community sample of 2,518 individuals (18–25 years). Data were analyzed for moderating influences using mixed effect models and for direct and indirect effects using structural equation models. The moderation analysis suggested that high levels of exposure to verbal affection did not mitigate the effects of verbal aggression from the same parent, and high levels of verbal affection from another parent did not generally result in a significant attenuation of the effects of verbal aggression. Structural equation models showed that verbal aggression was predominantly associated with effects on psychiatric symptoms scores, whereas verbal affection was primarily associated with effects on measures of wellbeing. These findings highlight the relatively independent effects of verbal aggression and verbal affection and suggest that the latter may be particularly important in establishing a foundation for emotional and physical wellbeing. These findings also suggest that ridicule, disdain, and humiliation cannot be easily counteracted by praise and warmth from the same or another parent. PMID:24268711

  4. Parental verbal affection and verbal aggression in childhood differentially influence psychiatric symptoms and wellbeing in young adulthood.

    PubMed

    Polcari, Ann; Rabi, Keren; Bolger, Elizabeth; Teicher, Martin H

    2014-01-01

    Previous research has shown that exposure to parental verbal aggression is common and associated with increased levels of depression, anxiety, dissociation, and drug use. A key question that has not been addressed is whether verbal affection from the same or opposite parent can attenuate the effects of verbal aggression. This cross-sectional study examined the effects of parental verbal aggression and affection during childhood on measures of psychopathology and wellbeing in a community sample of 2,518 individuals (18-25 years). Data were analyzed for moderating influences using mixed effect models and for direct and indirect effects using structural equation models. The moderation analysis suggested that high levels of exposure to verbal affection did not mitigate the effects of verbal aggression from the same parent, and high levels of verbal affection from another parent did not generally result in a significant attenuation of the effects of verbal aggression. Structural equation models showed that verbal aggression was predominantly associated with effects on psychiatric symptoms scores, whereas verbal affection was primarily associated with effects on measures of wellbeing. These findings highlight the relatively independent effects of verbal aggression and verbal affection and suggest that the latter may be particularly important in establishing a foundation for emotional and physical wellbeing. These findings also suggest that ridicule, disdain, and humiliation cannot be easily counteracted by praise and warmth from the same or another parent. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. Fuentes de variabilidad en el diagnóstico de gastritis atrófica multifocal asociada con la infección por Helicobacter pylori1

    PubMed Central

    Bravo, Luis Eduardo; Bravo, Juan Carlos; Realpe, José Luis; Zarama, Guillermo; Piazuelo, MarÍa Blanca; Correa, Pelayo

    2014-01-01

    RESUMEN Introducción El mapeo de las diferentes regiones del estómago y el número de fragmentos de mucosa gástrica disponibles para evaluación histopatológica son fuentes importantes de variación en el momento de clasificar y hacer la gradación de la gastritis crónica. Objetivos Estimar la sensibilidad del número de fragmentos de mucosa gástrica necesarios para establecer los diagnósticos de gastritis atrófica con metaplasia intestinal (MI), displasia y estado de infección por Helicobacter pylori. Además evaluar la variabilidad intra-observador en la clasificación de estas lesiones precursoras del cáncer gástrico. Materiales y métodos En una cohorte de 6 años de seguimiento se evaluaron 1,958 procedimientos de endoscopia realizados por dos gastroenterólogos. En cada procedimiento y de cada participante se obtuvieron 5 biopsias de mucosa gástrica que representaban antro, incisura angularis y cuerpo. Un único patólogo hizo la interpretación histológica de las 5 biopsias y proporcionó un diagnóstico definitivo global que se utilizó como patrón de referencia. Cada fragmento de mucosa gástrica examinado condujo a un diagnóstico individual para cada biopsia que se comparó con el patrón de referencia. La variabilidad intra-observador se evaluó en 127 personas que corresponden a una muestra aleatoria de 20% del total de endoscopias hechas a los 72 meses de seguimiento. Resultados La sensibilidad del diagnóstico de MI y displasia gástrica aumentó de manera significativa con el número de fragmentos de mucosa gástrica evaluados El sitio anatómico de mayor sensibilidad para el diagnóstico de MI y displasia fue la incisura angularis. Para descubrir H. pylori se logró alta sensibilidad con el estudio de un solo fragmento de mucosa gástrica (95.9%) y fue independiente del sitio de obtención de la biopsia. El acuerdo intra-observador para el diagnóstico de gastritis crónica fue 86.1% con valor kappa de 0.79 IC 95% (0.76-0.85). Las

  6. The similar effects of verbal and non-verbal intervening tasks on word recall in an elderly population.

    PubMed

    Williams, B R; Sullivan, S K; Morra, L F; Williams, J R; Donovick, P J

    2014-01-01

    Vulnerability to retroactive interference has been shown to increase with cognitive aging. Consistent with the findings of memory and aging literature, the authors of the California Verbal Learning Test-II (CVLT-II) suggest that a non-verbal task be administered during the test's delay interval to minimize the effects of retroactive interference on delayed recall. The goal of the present study was to determine the extent to which retroactive interference caused by non-verbal and verbal intervening tasks affects recall of verbal information in non-demented, older adults. The effects of retroactive interference on recall of words during Long-Delay recall on the California Verbal Learning Test-II (CVLT-II) were evaluated. Participants included 85 adults age 60 and older. During a 20-minute delay interval on the CVLT-II, participants received either a verbal (WAIS-III Vocabulary or Peabody Picture Vocabulary Test-IIIB) or non-verbal (Raven's Standard Progressive Matrices or WAIS-III Block Design) intervening task. Similarly to previous research with young adults (Williams & Donovick, 2008), older adults recalled the same number of words across all groups, regardless of the type of intervening task. These findings suggest that the administration of verbal intervening tasks during the CVLT-II do not elicit more retroactive interference than non-verbal intervening tasks, and thus verbal tasks need not be avoided during the delay interval of the CVLT-II.

  7. Neurophysiological Modulations of Non-Verbal and Verbal Dual-Tasks Interference during Word Planning.

    PubMed

    Fargier, Raphaël; Laganaro, Marina

    2016-01-01

    Running a concurrent task while speaking clearly interferes with speech planning, but whether verbal vs. non-verbal tasks interfere with the same processes is virtually unknown. We investigated the neural dynamics of dual-task interference on word production using event-related potentials (ERPs) with either tones or syllables as concurrent stimuli. Participants produced words from pictures in three conditions: without distractors, while passively listening to distractors and during a distractor detection task. Production latencies increased for tasks with higher attentional demand and were longer for syllables relative to tones. ERP analyses revealed common modulations by dual-task for verbal and non-verbal stimuli around 240 ms, likely corresponding to lexical selection. Modulations starting around 350 ms prior to vocal onset were only observed when verbal stimuli were involved. These later modulations, likely reflecting interference with phonological-phonetic encoding, were observed only when overlap between tasks was maximal and the same underlying neural circuits were engaged (cross-talk).

  8. Linguistic Sources of Skinner's Verbal Behavior

    PubMed Central

    Matos, Maria Amelia; da F. Passos, Maria de Lourdes R.

    2006-01-01

    Formal and functional analyses of verbal behavior have been often considered to be divergent and incompatible. Yet, an examination of the history of part of the analytical approach used in Verbal Behavior (Skinner, 1957/1992) for the identification and conceptualization of verbal operant units discloses that it corresponds well with formal analyses of languages. Formal analyses have been carried out since the invention of writing and fall within the scope of traditional grammar and structural linguistics, particularly in analyses made by the linguist Leonard Bloomfield. The relevance of analytical instruments originated from linguistic studies (which examine and describe the practices of verbal communities) to the analysis of verbal behavior, as proposed by Skinner, relates to the conception of a verbal community as a prerequisite for the acquisition of verbal behavior. A deliberately interdisciplinary approach is advocated in this paper, with the systematic adoption of linguistic analyses and descriptions adding relevant knowledge to the design of experimental research in verbal behavior. PMID:22478454

  9. Verbal and non-verbal memory and hippocampal volumes in a memory clinic population.

    PubMed

    Bonner-Jackson, Aaron; Mahmoud, Shamseldeen; Miller, Justin; Banks, Sarah J

    2015-10-15

    Better characterization of the relationship between episodic memory and hippocampal volumes is crucial in early detection of neurodegenerative disease. We examined these relationships in a memory clinic population. Participants (n = 226) underwent structural magnetic resonance imaging and tests of verbal (Hopkins Verbal Learning Test-Revised, HVLT-R) and non-verbal (Brief Visuospatial Memory Test-Revised, BVMT-R) memory. Correlational analyses were performed, and analyses on clinical subgroups (i.e., amnestic Mild Cognitive Impairment, non-amnestic Mild Cognitive Impairment, probable Alzheimer's disease, intact memory) were conducted. Positive associations were identified between bilateral hippocampal volumes and both memory measures, and BVMT-R learning slope was more strongly positively associated with hippocampal volumes than HVLT-R learning slope. Amnestic Mild Cognitive Impairment (aMCI) participants showed specific positive associations between BVMT-R performance and hippocampal volumes bilaterally. Additionally, analyses of the aMCI group showed trend-level evidence of material-specific lateralization, such that retention of verbal information was positively associated with left hippocampal volume, whereas learning curve and retention of non-verbal information was positively associated with right hippocampal volume. Findings support the link between episodic memory and hippocampal volumes in a memory clinic population. Non-verbal memory measures also may have higher diagnostic value, particularly in individuals at elevated risk for Alzheimer's disease.

  10. Network structure underlying resolution of conflicting non-verbal and verbal social information.

    PubMed

    Watanabe, Takamitsu; Yahata, Noriaki; Kawakubo, Yuki; Inoue, Hideyuki; Takano, Yosuke; Iwashiro, Norichika; Natsubori, Tatsunobu; Takao, Hidemasa; Sasaki, Hiroki; Gonoi, Wataru; Murakami, Mizuho; Katsura, Masaki; Kunimatsu, Akira; Abe, Osamu; Kasai, Kiyoto; Yamasue, Hidenori

    2014-06-01

    Social judgments often require resolution of incongruity in communication contents. Although previous studies revealed that such conflict resolution recruits brain regions including the medial prefrontal cortex (mPFC) and posterior inferior frontal gyrus (pIFG), functional relationships and networks among these regions remain unclear. In this functional magnetic resonance imaging study, we investigated the functional dissociation and networks by measuring human brain activity during resolving incongruity between verbal and non-verbal emotional contents. First, we found that the conflict resolutions biased by the non-verbal contents activated the posterior dorsal mPFC (post-dmPFC), bilateral anterior insula (AI) and right dorsal pIFG, whereas the resolutions biased by the verbal contents activated the bilateral ventral pIFG. In contrast, the anterior dmPFC (ant-dmPFC), bilateral superior temporal sulcus and fusiform gyrus were commonly involved in both of the resolutions. Second, we found that the post-dmPFC and right ventral pIFG were hub regions in networks underlying the non-verbal- and verbal-content-biased resolutions, respectively. Finally, we revealed that these resolution-type-specific networks were bridged by the ant-dmPFC, which was recruited for the conflict resolutions earlier than the two hub regions. These findings suggest that, in social conflict resolutions, the ant-dmPFC selectively recruits one of the resolution-type-specific networks through its interaction with resolution-type-specific hub regions. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  11. Verbal and non-verbal behaviour and patient perception of communication in primary care: an observational study.

    PubMed

    Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Gashi, Shkelzen; Bikker, Annemieke; Mercer, Stewart

    2015-06-01

    Few studies have assessed the importance of a broad range of verbal and non-verbal consultation behaviours. To explore the relationship of observer ratings of behaviours of videotaped consultations with patients' perceptions. Observational study in general practices close to Southampton, Southern England. Verbal and non-verbal behaviour was rated by independent observers blind to outcome. Patients competed the Medical Interview Satisfaction Scale (MISS; primary outcome) and questionnaires addressing other communication domains. In total, 275/360 consultations from 25 GPs had useable videotapes. Higher MISS scores were associated with slight forward lean (an 0.02 increase for each degree of lean, 95% confidence interval [CI] = 0.002 to 0.03), the number of gestures (0.08, 95% CI = 0.01 to 0.15), 'back-channelling' (for example, saying 'mmm') (0.11, 95% CI = 0.02 to 0.2), and social talk (0.29, 95% CI = 0.4 to 0.54). Starting the consultation with professional coolness ('aloof') was helpful and optimism unhelpful. Finishing with non-verbal 'cut-offs' (for example, looking away), being professionally cool ('aloof'), or patronising, ('infantilising') resulted in poorer ratings. Physical contact was also important, but not traditional verbal communication. These exploratory results require confirmation, but suggest that patients may be responding to several non-verbal behaviours and non-specific verbal behaviours, such as social talk and back-channelling, more than traditional verbal behaviours. A changing consultation dynamic may also help, from professional 'coolness' at the beginning of the consultation to becoming warmer and avoiding non-verbal cut-offs at the end. © British Journal of General Practice 2015.

  12. Consonant Differentiation Mediates the Discrepancy between Non-verbal and Verbal Abilities in Children with ASD

    ERIC Educational Resources Information Center

    Key, A. P.; Yoder, P. J.; Stone, W. L.

    2016-01-01

    Background: Many children with autism spectrum disorder (ASD) demonstrate verbal communication disorders reflected in lower verbal than non-verbal abilities. The present study examined the extent to which this discrepancy is associated with atypical speech sound differentiation. Methods: Differences in the amplitude of auditory event-related…

  13. Can verbal working memory training improve reading?

    PubMed

    Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

    2015-01-01

    The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

  14. Verbal Working Memory and Language Production: Common Approaches to the Serial Ordering of Verbal Information

    ERIC Educational Resources Information Center

    Acheson, Daniel J.; MacDonald, Maryellen C.

    2009-01-01

    Verbal working memory (WM) tasks typically involve the language production architecture for recall; however, language production processes have had a minimal role in theorizing about WM. A framework for understanding verbal WM results is presented here. In this framework, domain-specific mechanisms for serial ordering in verbal WM are provided by…

  15. Verbal and non-verbal behaviour and patient perception of communication in primary care: an observational study

    PubMed Central

    Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Gashi, Shkelzen; Bikker, Annemieke; Mercer, Stewart

    2015-01-01

    Background Few studies have assessed the importance of a broad range of verbal and non-verbal consultation behaviours. Aim To explore the relationship of observer ratings of behaviours of videotaped consultations with patients’ perceptions. Design and setting Observational study in general practices close to Southampton, Southern England. Method Verbal and non-verbal behaviour was rated by independent observers blind to outcome. Patients competed the Medical Interview Satisfaction Scale (MISS; primary outcome) and questionnaires addressing other communication domains. Results In total, 275/360 consultations from 25 GPs had useable videotapes. Higher MISS scores were associated with slight forward lean (an 0.02 increase for each degree of lean, 95% confidence interval [CI] = 0.002 to 0.03), the number of gestures (0.08, 95% CI = 0.01 to 0.15), ‘back-channelling’ (for example, saying ‘mmm’) (0.11, 95% CI = 0.02 to 0.2), and social talk (0.29, 95% CI = 0.4 to 0.54). Starting the consultation with professional coolness (‘aloof’) was helpful and optimism unhelpful. Finishing with non-verbal ‘cut-offs’ (for example, looking away), being professionally cool (‘aloof’), or patronising, (‘infantilising’) resulted in poorer ratings. Physical contact was also important, but not traditional verbal communication. Conclusion These exploratory results require confirmation, but suggest that patients may be responding to several non-verbal behaviours and non-specific verbal behaviours, such as social talk and back-channelling, more than traditional verbal behaviours. A changing consultation dynamic may also help, from professional ‘coolness’ at the beginning of the consultation to becoming warmer and avoiding non-verbal cut-offs at the end. PMID:26009530

  16. [Non-verbal communication in Alzheimer's disease].

    PubMed

    Schiaratura, Loris Tamara

    2008-09-01

    This review underlines the importance of non-verbal communication in Alzheimer's disease. A social psychological perspective of communication is privileged. Non-verbal behaviors such as looks, head nods, hand gestures, body posture or facial expression provide a lot of information about interpersonal attitudes, behavioral intentions, and emotional experiences. Therefore they play an important role in the regulation of interaction between individuals. Non-verbal communication is effective in Alzheimer's disease even in the late stages. Patients still produce non-verbal signals and are responsive to others. Nevertheless, few studies have been devoted to the social factors influencing the non-verbal exchange. Misidentification and misinterpretation of behaviors may have negative consequences for the patients. Thus, improving the comprehension of and the response to non-verbal behavior would increase first the quality of the interaction, then the physical and psychological well-being of patients and that of caregivers. The role of non-verbal behavior in social interactions should be approached from an integrative and functional point of view.

  17. The Bursts and Lulls of Multimodal Interaction: Temporal Distributions of Behavior Reveal Differences Between Verbal and Non-Verbal Communication.

    PubMed

    Abney, Drew H; Dale, Rick; Louwerse, Max M; Kello, Christopher T

    2018-04-06

    Recent studies of naturalistic face-to-face communication have demonstrated coordination patterns such as the temporal matching of verbal and non-verbal behavior, which provides evidence for the proposal that verbal and non-verbal communicative control derives from one system. In this study, we argue that the observed relationship between verbal and non-verbal behaviors depends on the level of analysis. In a reanalysis of a corpus of naturalistic multimodal communication (Louwerse, Dale, Bard, & Jeuniaux, ), we focus on measuring the temporal patterns of specific communicative behaviors in terms of their burstiness. We examined burstiness estimates across different roles of the speaker and different communicative modalities. We observed more burstiness for verbal versus non-verbal channels, and for more versus less informative language subchannels. Using this new method for analyzing temporal patterns in communicative behaviors, we show that there is a complex relationship between verbal and non-verbal channels. We propose a "temporal heterogeneity" hypothesis to explain how the language system adapts to the demands of dialog. Copyright © 2018 Cognitive Science Society, Inc.

  18. Verbal communication improves laparoscopic team performance.

    PubMed

    Shiliang Chang; Waid, Erin; Martinec, Danny V; Bin Zheng; Swanstrom, Lee L

    2008-06-01

    The impact of verbal communication on laparoscopic team performance was examined. A total of 24 dyad teams, comprised of residents, medical students, and office staff, underwent 2 team tasks using a previously validated bench model. Twelve teams (feedback groups) received instant verbal instruction and feedback on their performance from an instructor which was compared with 12 teams (control groups) with minimal or no verbal feedback. Their performances were both video and audio taped for analysis. Surgical backgrounds were similar between feedback and control groups. Teams with more verbal feedback achieved significantly better task performance (P = .002) compared with the control group with less feedback. Impact of verbal feedback was more pronounced for tasks requiring team cooperation (aiming and navigation) than tasks depending on individual skills (knotting). Verbal communication, especially the instructions and feedback from an experienced instructor, improved team efficiency and performance.

  19. BIBLIOGRAPHY ON VERBAL LEARNING.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF VERBAL LEARNING. APPROXIMATELY 50 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1960 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE CONDITIONING, VERBAL BEHAVIOR, PROBLEM SOLVING, SEMANTIC SATIATION, STIMULUS DURATION, AND VERBAL…

  20. Verbal Ability, Argument Order, and Attitude Formation

    PubMed Central

    Mozuraitis, Mindaugas; Chambers, Craig G.; Daneman, Meredyth

    2016-01-01

    The current study explored the interaction of verbal ability and presentation order on readers’ attitude formation when presented with two-sided arguments. Participants read arguments for and against compulsory voting and genetic engineering, and attitudes were assessed before and after reading the passages. Participants’ verbal ability was measured, combining vocabulary knowledge and reading comprehension skill. Results suggested that low verbal-ability participants were more persuaded by the most recent set of arguments whereas high verbal-ability participants formed attitudes independent of presentation order. Contrary to previous literature, individual differences in the personality trait need for cognition did not interact with presentation order. The results suggest that verbal ability is an important moderator of the effect of presentation order when formulating opinions from complex prose. PMID:27703437

  1. Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability

    ERIC Educational Resources Information Center

    Stavroussi, Panayiota; Andreou, Georgia; Karagiannopoulou, Dimitra

    2016-01-01

    The purpose of this study was to examine verbal fluency and verbal short-term memory in 12 adults with Down syndrome (DS) and 12 adults with Intellectual Disability (ID) of unspecified origin, matched for receptive vocabulary and chronological age. Participants' performance was assessed on two conditions of a verbal fluency test, namely, semantic…

  2. Components of Verbal Intelligence. Final Report.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.

    A theory of the components of verbal intelligence is developed and tested in this series of experiments. After reviewing alternative theoretical frameworks for understanding verbal intelligence, a componential theory of verbal comprehension is proposed. This theory specifies the information-processing components, context cues, and mediating…

  3. Effect of Training Different Classes of Verbal Behavior to Decrease Aberrant Verbal Behavior

    ERIC Educational Resources Information Center

    Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

    2012-01-01

    Inappropriate verbal behavior that is labeled "psychotic" is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal…

  4. Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment

    ERIC Educational Resources Information Center

    Geng, Gretchen

    2011-01-01

    This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that…

  5. Enhanced verbal abilities in the congenitally blind.

    PubMed

    Occelli, Valeria; Lacey, Simon; Stephens, Careese; Merabet, Lotfi B; Sathian, K

    2017-06-01

    Numerous studies have found that congenitally blind individuals have better verbal memory than their normally sighted counterparts. However, it is not known whether this reflects superiority of verbal or memory abilities. In order to distinguish between these possibilities, we tested congenitally blind participants and normally sighted control participants, matched for age and education, on a range of verbal and spatial tasks. Congenitally blind participants were significantly better than sighted controls on all the verbal tasks but the groups did not differ significantly on the spatial tasks. Thus, the congenitally blind appear to have superior verbal, but not spatial, abilities. This may reflect greater reliance on verbal information and the involvement of visual cortex in language processing in the congenitally blind.

  6. Enhanced Verbal Abilities in The Congenitally Blind

    PubMed Central

    Occelli, Valeria; Lacey, Simon; Stephens, Careese; Merabet, Lotfi B.; Sathian, K.

    2017-01-01

    Numerous studies have found that congenitally blind individuals have better verbal memory than their normally sighted counterparts. However, it is not known whether this reflects superiority of verbal or memory abilities. In order to distinguish between these possibilities, we tested congenitally blind participants and normally sighted control participants, matched for age and education, on a range of verbal and spatial tasks. Congenitally blind participants were significantly better than sighted controls on all the verbal tasks but the groups did not differ significantly on the spatial tasks. Thus, the congenitally blind appear to have superior verbal, but not spatial, abilities. This may reflect greater reliance on verbal information and the involvement of visual cortex in language processing in the congenitally blind. PMID:28280879

  7. Ineffective initiation contributes to deficient verbal and non-verbal fluency in patients with schizophrenia.

    PubMed

    Krukow, Paweł; Harciarek, Michał; Morylowska-Topolska, Justyna; Karakuła-Juchnowicz, Hanna; Jonak, Kamil

    2017-09-01

    Patients with schizophrenia (SCH) show impaired verbal and non-verbal fluency. However, these individuals' fluctuations in words or designs generation efficiency over time, a phenomenon that may significantly affect fluency, have never been studied. Thus, the aim of this research was to investigate if individuals with SCH may present with alternations in the dynamics of the information production and its control as well as to test if the potential abnormalities in this regard might affect these patients' overall performance on both verbal and non-verbal fluency tasks. Forty-four patients with SCH and 40 healthy controls (HC) completed both verbal (phonological, semantic) and non-verbal fluency tests. To analyse processing efficiency changes over time, the period in which subjects had to generate words or designs (60 s) has been divided into 15-s sections. In comparison to HCs, individuals with SCH obtained significantly lower total scores for all fluency measures. Furthermore, group differences in the dynamics of the test performance also emerged, with SCH patients having a significantly worse production during the initial 15 s of each fluency task. Additionally, the initial production deficiency seen in patients with SCH has accounted for these individuals' total performance. Moreover, comparisons of errors distribution over time during the phonemic and figural fluency performance also revealed differences, suggesting there was a rapid depletion in maintaining of cognitive control in the SCH sample. Inefficient fluency in SCH may arise from a more general initiation deficits that may partly account for these patients' cognitive problems.

  8. Variabilidad de la Estación de Crecimiento en la Región Sur de Tamaulipas en condiciones climaticas actuales y futuras.

    NASA Astrophysics Data System (ADS)

    Medina-Barrios, M.; Conde-Alvarez, C.; Gay-Garcia, C.

    2007-05-01

    El impacto de la variabilidad y cambio climáticos, afectan el potencial agrícola de la Región Sur de Tamaulipas. Además de los cambios estacionales, bajos rendimientos agrícolas, el manejo de los cultivos y las políticas locales de producción, existe la incertidumbre del mercado regional para los pequeños y grandes productores. La diversificación agrícola ha sido una alternativa para enfrentar las condiciones imperantes en esta región. Pero ésta ha provocado la fragmentación territorial, por lo que sólo algunos productores logran competir en un mercado nacional. Existe una preocupación generalizada por buscar soluciones que permitan que la población que es afectada por la inseguridad de la producción agrícola y económica, pueda adaptarse a las variaciones climáticas que afectan el proceso productivo. La seguridad alimentaría queda sujeta a la fluctuación de las importaciones para los sectores básicos y a las estrategias mercantiles de empresas trasnacionales. La percepción local sugiere un número creciente de eventos climatológicos extremos, constantes y severos en los últimos 20 años, con el aumento creciente de pérdidas económicas. El análisis se centra en la disponibilidad de agua, agregándose un aspecto de capital importancia como es la variabilidad interanual de la lluvia, que condiciona muy fuertemente el riesgo agrícola en el trópico seco, siendo ésta la que determina el momento de inicio de la estación favorable para el crecimiento y su duración. En este trabajo se han obtenido modelos de la distribución espacial de la precipitación y temperaturas, para el escenario base 1961-1990, el escenario actual 1971-2000, para algunos años El Niño y La Niña, así como para los escenarios de Cambio Climático HADLEY, ECHAM y GFDL, con escenarios A2 y B2, para las décadas de los 20s y 50s, para establecer el inicio y duración de la Estación de Crecimiento, utilizando Sistemas de Información Geográfica (ArcView). Estos

  9. Attitudes and beliefs as verbal behavior

    PubMed Central

    Guerin, Bernard

    1994-01-01

    Attitudes and beliefs are analyzed as verbal behavior. It is argued that shaping by a verbal community is an essential part of the formation and maintenance of both attitudes and beliefs, and it is suggested that verbal communities mediate the important shift in control from events in the environment (attitudes and beliefs as tacts) to control by other words (attitudes and beliefs as intraverbals). It appears that both attitudes and beliefs are constantly being socially negotiated through autoclitic functions. That is, verbal communities reinforce (a) reporting general rather than specific attitudes and beliefs, (b) presentation of intraverbals as if they were tacts, and (c) presentation of beliefs as if they were attitudes. Consistency among and between attitudes, beliefs, and behavior is also contingent upon the reinforcing practices of verbal communities. Thus, attitudes and beliefs can be studied as social behavior rather than as private, cognitive processes. PMID:22478181

  10. Effects of Verbal Shadowing on the Recognition of Visually Presented Verbal and Nonverbal Information.

    ERIC Educational Resources Information Center

    Orwig, Gary W.

    1979-01-01

    The first experiment determined that verbal interference (shadowing) was detrimental to the subjects' memory of words and high similarity pictures; the second, designed to minimize the possibility that students would sort through the pictures, indicated that verbal interference did not decrease memory of high similarity pictures. (Author/JEG)

  11. Visuospatial and verbal memory in mental arithmetic.

    PubMed

    Clearman, Jack; Klinger, Vojtěch; Szűcs, Dénes

    2017-09-01

    Working memory allows complex information to be remembered and manipulated over short periods of time. Correlations between working memory and mathematics achievement have been shown across the lifespan. However, only a few studies have examined the potentially distinct contributions of domain-specific visuospatial and verbal working memory resources in mental arithmetic computation. Here we aimed to fill this gap in a series of six experiments pairing addition and subtraction tasks with verbal and visuospatial working memory and interference tasks. In general, we found higher levels of interference between mental arithmetic and visuospatial working memory tasks than between mental arithmetic and verbal working memory tasks. Additionally, we found that interference that matched the working memory domain of the task (e.g., verbal task with verbal interference) lowered working memory performance more than mismatched interference (verbal task with visuospatial interference). Findings suggest that mental arithmetic relies on domain-specific working memory resources.

  12. Gender differences in post-temporal lobectomy verbal memory and relationships between MRI hippocampal volumes and preoperative verbal memory.

    PubMed

    Trenerry, M R; Jack, C R; Cascino, G D; Sharbrough, F W; Ivnik, R J

    1995-01-01

    Thirty-three men and 42 women who underwent left, and 26 men and 24 women who underwent right temporal lobectomy (TL) were studied retrospectively to determine if there were sex differences in (1) verbal memory outcome, and (2) relationships between verbal memory and magnetic resonance imaging (MRI) hippocampal volumes. All patients were left hemisphere language dominant. The surgical specimen and MRI were consistent only with mesial temporal sclerosis (MTS). Verbal memory was evaluated by Logical Memory percent retention (LMPER) from the Wechsler Memory Scale-Revised (WMS-R). Women experienced a significant improvement while men experienced a significant decline in postoperative LMPER. The difference between right and left hippocampal volumes predicted verbal memory outcome in both men and women. Preoperative LMPER was positively correlated with both the left and right hippocampal volumes in left TL women only. No verbal memory sex differences or correlations between LMPER and MRI data were found in the right TL group. The data support the presence of human neurocognitive sexual dimorphism. Verbal memory abilities supported by the hippocampus are less lateralized in women with left temporal lobe epilepsy and mesial temporal sclerosis. Women appear to have greater verbal memory plasticity following early left mesial temporal lobe insult.

  13. The Function of Verbal Rewards in the Science Classroom.

    ERIC Educational Resources Information Center

    Lawlor, Francis Xavier

    Contained is a review of the research done on the use of verbal rewards in the classroom. Some verbal rewards are tasks rewards, other rewards are more personal; and still other verbal rewards are impersonal. Verbal rewards, therefore, have both intellectual and emotional implications. Research literature indicates that "verbal reward"…

  14. Assessment of Parental and Adolescent Verbal Interactions.

    ERIC Educational Resources Information Center

    Anderson, Rhydonia H.; And Others

    Verbal interactions between adolescents and their parents may affect adolescents' self-esteem and self-concept. The current development of an instrument, the Verbal Interaction Questionnaire (VIQ), was designed to measure adolescents' perceptions of their parents verbal interactions with them. Noting that the relationship between adolescents'…

  15. Visualizing the Verbal and Verbalizing the Visual.

    ERIC Educational Resources Information Center

    Braden, Roberts A.

    This paper explores relationships of visual images to verbal elements, beginning with a discussion of visible language as represented by words printed on the page. The visual flexibility inherent in typography is discussed in terms of the appearance of the letters and the denotative and connotative meanings represented by type, typographical…

  16. Practicum Students' Verbal Responses to Different Clients

    ERIC Educational Resources Information Center

    Palisi, Anthony T.; Ruzicka, Mary F.

    1974-01-01

    Counselor trainees' verbal behavior in two initial interview settings, one each with an active and passive client, was significantly different. Verbal behavior was viewed from two perspectives; along the dimension of broad classification by categories of behavior and along the dimension of 3-6 second units of verbal interaction. (Author)

  17. Verbal Ability and Teacher Effectiveness

    ERIC Educational Resources Information Center

    Andrew, Michael D.; Cobb, Casey D.; Giampietro, Peter J.

    2005-01-01

    Critics of traditional teacher education programs have suggested that verbal ability along with subject knowledge is sufficient for measuring good teaching. A small group of research studies is called upon to support this contention. This article reviews these studies, analyzes the role of verbal ability in teaching, and presents research…

  18. Virtual Chironomia: A Multimodal Study of Verbal and Non-Verbal Communication in a Virtual World

    ERIC Educational Resources Information Center

    Verhulsdonck, Gustav

    2010-01-01

    This mixed methods study examined the various aspects of multimodal use of non-verbal communication in virtual worlds during dyadic negotiations. Quantitative analysis uncovered a treatment effect whereby people with more rhetorical certainty used more neutral non-verbal communication; whereas people that were rhetorically less certain used more…

  19. Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts

    ERIC Educational Resources Information Center

    Caudle, Lori A.; Jung, Min-Jung; Fouts, Hillary N.; Wallace, Heather S.

    2014-01-01

    Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record…

  20. Verbal Knowledge, Working Memory, and Processing Speed as Predictors of Verbal Learning in Older Adults

    ERIC Educational Resources Information Center

    Rast, Philippe

    2011-01-01

    The present study aimed at modeling individual differences in a verbal learning task by means of a latent structured growth curve approach based on an exponential function that yielded 3 parameters: initial recall, learning rate, and asymptotic performance. Three cognitive variables--speed of information processing, verbal knowledge, working…

  1. Nonspecific verbal cues alleviate forgetting by young children.

    PubMed

    Morgan, Kirstie; Hayne, Harlene

    2007-11-01

    Verbal reminders play a pervasive role in memory retrieval by human adults. In fact, relatively nonspecific verbal information (e.g. 'Remember the last time we ate at that restaurant?') will often cue vivid recollections of a past event even when presented outside the original encoding context. Although research has shown that memory retrieval by young children can be initiated by physical cues and by highly specific verbal cues, the effect of less specific verbal cues is not known. Using a Visual Recognition Memory (VRM) procedure, we examined the effect of nonspecific verbal cues on memory retrieval by 4-year-old children. Our findings showed that nonspecific verbal cues were as effective as highly specific nonverbal cues in facilitating memory retrieval after a 2-week delay. We conclude that, at least by 4 years of age, children are able to use nonspecific verbal reminders to cue memory retrieval, and that the VRM paradigm may be particularly valuable in examining the age at which this initially occurs.

  2. Foetal Antiepileptic Drug Exposure and Verbal versus Non-Verbal Abilities at Three Years of Age

    ERIC Educational Resources Information Center

    Meador, Kimford J.; Baker, Gus A.; Browning, Nancy; Cohen, Morris J.; Clayton-Smith, Jill; Kalayjian, Laura A.; Kanner, Andres; Liporace, Joyce D.; Pennell, Page B.; Privitera, Michael; Loring, David W.

    2011-01-01

    We previously reported that foetal valproate exposure impairs intelligence quotient. In this follow-up investigation, we examined dose-related effects of foetal antiepileptic drug exposure on verbal and non-verbal cognitive measures. This investigation is an ongoing prospective observational multi-centre study in the USA and UK, which has enrolled…

  3. Quantified trends in the history of verbal behavior research

    PubMed Central

    Eshleman, John W.

    1991-01-01

    The history of scientific research about verbal behavior research, especially that based on Verbal Behavior (Skinner, 1957), can be assessed on the basis of a frequency and celeration analysis of the published and presented literature. In order to discover these quantified trends, a comprehensive bibliographical database was developed. Based on several literature searches, the bibliographic database included papers pertaining to verbal behavior that were published in the Journal of the Experimental Analysis of Behavior, the Journal of Applied Behavior Analysis, Behaviorism, The Behavior Analyst, and The Analysis of Verbal Behavior. A nonbehavioral journal, the Journal of Verbal Learning and Verbal Behavior was assessed as a nonexample comparison. The bibliographic database also included a listing of verbal behavior papers presented at the meetings of the Association for Behavior Analysis. Papers were added to the database if they (a) were about verbal behavior, (b) referenced B.F. Skinner's (1957) book Verbal Behavior, or (c) did both. Because the references indicated the year of publication or presentation, a count per year of them was measured. These yearly frequencies were plotted on Standard Celeration Charts. Once plotted, various celeration trends in the literature became visible, not the least of which was the greater quantity of verbal behavior research than is generally acknowledged. The data clearly show an acceleration of research across the past decade. The data also question the notion that a “paucity” of research based on Verbal Behavior currently exists. Explanations of the acceleration of verbal behavior research are suggested, and plausible reasons are offered as to why a relative lack of verbal behavior research extended through the mid 1960s to the latter 1970s. PMID:22477630

  4. Ictal mnemestic aura and verbal memory function.

    PubMed

    Vederman, Aaron C; Holtzer, Roee; Zimmerman, Molly E; Devinsky, Orrin; Barr, William B

    2010-04-01

    Déjà vu aura is a well-known phenomenon experienced by some patients with epilepsy. This study sought to explore the relationship between verbal memory and the experience of déjà vu or other types of mnemestic auras in 42 individuals with intractable seizures and 42 age- and education-matched patient controls. Verbal memory was assessed with indices of learning, long delay recall, and recognition from the California Verbal Learning Test. Results indicated that auras of any type were not associated with memory performance on the California Verbal Learning Test. As expected, age and education were related to verbal memory performance. Mnemestic auras were associated with clinical indices of illness, suggesting that the presence of these auras may be regarded as a risk factor for greater chronicity and severity in epilepsy. Copyright (c) 2010 Elsevier Inc. All rights reserved.

  5. Linguistic analysis of verbal and non-verbal communication in the operating room.

    PubMed

    Moore, Alison; Butt, David; Ellis-Clarke, Jodie; Cartmill, John

    2010-12-01

    Surgery can be a triumph of co-operation, the procedure evolving as a result of joint action between multiple participants. The communication that mediates the joint action of surgery is conveyed by verbal but particularly by non-verbal signals. Competing priorities superimposed by surgical learning must also be negotiated within this context and this paper draws on techniques of systemic functional linguistics to observe and analyse the flow of information during such a phase of surgery. © 2010 The Authors. ANZ Journal of Surgery © 2010 Royal Australasian College of Surgeons.

  6. An Annotated Bibliography of Verbal Behavior Scholarship Published outside of "The Analysis of Verbal Behavior": 2014

    ERIC Educational Resources Information Center

    Carr, James E.; Nosik, Melissa R.; Lechago, Sarah A.; Phillips, Lauren

    2015-01-01

    This annotated bibliography summarizes journal articles on verbal behavior published outside of "The Analysis of Verbal Behavior," the primary journal for scholarship in this area. Seventeen such articles were published in 2014 and are annotated as a resource for practitioners, researchers, and educators.

  7. An Annotated Bibliography of Verbal Behavior Articles Published outside of "The Analysis of Verbal Behavior": 2015

    ERIC Educational Resources Information Center

    Lechago, Sarah A.; Phillips, Lauren A.

    2016-01-01

    An annotated bibliography is provided that summarizes journal articles on verbal behavior published outside of "The Analysis of Verbal Behavior" in 2015, the primary journal for scholarship in this area. Thirty such articles were identified and annotated as a resource for practitioners, researchers, and educators.

  8. An Annotated Bibliography of Verbal Behavior Articles Published outside of "The Analysis of Verbal Behavior: 2016"

    ERIC Educational Resources Information Center

    Lechago, Sarah A.; Jackson, Rachel E.; Oda, Fernanda S.

    2017-01-01

    An annotated bibliography is provided that summarizes journal articles on verbal behavior published outside of "The Analysis of Verbal Behavior" in 2016, the primary journal for scholarship in this area. Thirty-seven such articles were identified and annotated as a resource for practitioners, researchers, and educators.

  9. Contrasting visual working memory for verbal and non-verbal material with multivariate analysis of fMRI

    PubMed Central

    Habeck, Christian; Rakitin, Brian; Steffener, Jason; Stern, Yaakov

    2012-01-01

    We performed a delayed-item-recognition task to investigate the neural substrates of non-verbal visual working memory with event-related fMRI (‘Shape task’). 25 young subjects (mean age: 24.0 years; STD=3.8 years) were instructed to study a list of either 1,2 or 3 unnamable nonsense line drawings for 3 seconds (‘stimulus phase’ or STIM). Subsequently, the screen went blank for 7 seconds (‘retention phase’ or RET), and then displayed a probe stimulus for 3 seconds in which subject indicated with a differential button press whether the probe was contained in the studied shape-array or not (‘probe phase’ or PROBE). Ordinal Trend Canonical Variates Analysis (Habeck et al., 2005a) was performed to identify spatial covariance patterns that showed a monotonic increase in expression with memory load during all task phases. Reliable load-related patterns were identified in the stimulus and retention phase (p<0.01), while no significant pattern could be discerned during the probe phase. Spatial covariance patterns that were obtained from an earlier version of this task (Habeck et al., 2005b) using 1, 3, or 6 letters (‘Letter task’) were also prospectively applied to their corresponding task phases in the current non-verbal task version. Interestingly, subject expression of covariance patterns from both verbal and non-verbal retention phases correlated positively in the non-verbal task for all memory loads (p<0.0001). Both patterns also involved similar frontoparietal brain regions that were increasing in activity with memory load, and mediofrontal and temporal regions that were decreasing. Mean subject expression of both patterns across memory load during retention also correlated positively with recognition accuracy (dL) in the Shape task (p<0.005). These findings point to similarities in the neural substrates of verbal and non-verbal rehearsal processes. Encoding processes, on the other hand, are critically dependent on the to-be-remembered material

  10. A functional analysis of social reinforcement in vicarious verbal conditioning.

    PubMed

    Donohue, G B; Tryon, W W

    1985-01-01

    This article reports the results of 629 subjects in three experiments designed to replicate and extend the phenomenon of vicarious verbal conditioning. Experiment I replicated the finding that subjects who responded most to vicarious verbal conditioning were aware of the contingency involved. Experiment II attempted to examine the effects of prior history with the verbal reinforcer on vicarious verbal conditioning by providing seven groups of subjects with varying classic conditioning histories prior to vicarious verbal conditioning. The null results associated with this experiment were hypothesized to be due to the fact that the vicarious verbal conditioning took place in a language laboratory where the subjects could hear but not see the model. Experiment III replicated Experiment II in a live group context as was done in Experiment I. The results showed that vicarious verbal conditioning was again found to take place, that associating the verbal reinforcer with a tone or tone plus money via forward classic conditioning potentiated the effects of the verbal reinforcer, that backward classic conditioning did not potentiate the reinforcer, d) nor did either of two sensitization procedures potentiate the effects of the verbal reinforcer. Both aware and unaware subjects evidenced vicarious verbal conditioning.

  11. Preverbal and verbal counting and computation.

    PubMed

    Gallistel, C R; Gelman, R

    1992-08-01

    We describe the preverbal system of counting and arithmetic reasoning revealed by experiments on numerical representations in animals. In this system, numerosities are represented by magnitudes, which are rapidly but inaccurately generated by the Meck and Church (1983) preverbal counting mechanism. We suggest the following. (1) The preverbal counting mechanism is the source of the implicit principles that guide the acquisition of verbal counting. (2) The preverbal system of arithmetic computation provides the framework for the assimilation of the verbal system. (3) Learning to count involves, in part, learning a mapping from the preverbal numerical magnitudes to the verbal and written number symbols and the inverse mappings from these symbols to the preverbal magnitudes. (4) Subitizing is the use of the preverbal counting process and the mapping from the resulting magnitudes to number words in order to generate rapidly the number words for small numerosities. (5) The retrieval of the number facts, which plays a central role in verbal computation, is mediated via the inverse mappings from verbal and written numbers to the preverbal magnitudes and the use of these magnitudes to find the appropriate cells in tabular arrangements of the answers. (6) This model of the fact retrieval process accounts for the salient features of the reaction time differences and error patterns revealed by experiments on mental arithmetic. (7) The application of verbal and written computational algorithms goes on in parallel with, and is to some extent guided by, preverbal computations, both in the child and in the adult.

  12. Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning

    PubMed Central

    2014-01-01

    Background Whether listening to background music enhances verbal learning performance is still a matter of dispute. In this study we investigated the influence of vocal and instrumental background music on verbal learning. Methods 226 subjects were randomly assigned to one of five groups (one control group and 4 experimental groups). All participants were exposed to a verbal learning task. One group served as control group while the 4 further groups served as experimental groups. The control group learned without background music while the 4 experimental groups were exposed to vocal or instrumental musical pieces during learning with different subjective intensity and valence. Thus, we employed 4 music listening conditions (vocal music with high intensity: VOC_HIGH, vocal music with low intensity: VOC_LOW, instrumental music with high intensity: INST_HIGH, instrumental music with low intensity: INST_LOW) and one control condition (CONT) during which the subjects learned the word lists. Since it turned out that the high and low intensity groups did not differ in terms of the rated intensity during the main experiment these groups were lumped together. Thus, we worked with 3 groups: one control group and two groups, which were exposed to background music (vocal and instrumental) during verbal learning. As dependent variable, the number of learned words was used. Here we measured immediate recall during five learning sessions (recall 1 – recall 5) and delayed recall for 15 minutes (recall 6) and 14 days (recall 7) after the last learning session. Results Verbal learning improved during the first 5 recall sessions without any strong difference between the control and experimental groups. Also the delayed recalls were similar for the three groups. There was only a trend for attenuated verbal learning for the group passively listened to vocals. This learning attenuation diminished during the following learning sessions. Conclusions The exposure to vocal or

  13. Verbal Skills in Children with ADHD. Short Report

    ERIC Educational Resources Information Center

    Andreou, G.; Agapitou, P.; Karapetsas, A.

    2005-01-01

    The present study examined whether ADHD children exhibit low verbal IQ (VIQ) and distinguishable test profile on the Verbal comprehension (VC) and Freedom from distractibility (FFD) factors, and whether gender influences their verbal abilities. At the Laboratory of Neuropsychology of the Department of Special Education, University of Thessaly,…

  14. Mapping the connectivity underlying multimodal (verbal and non-verbal) semantic processing: a brain electrostimulation study.

    PubMed

    Moritz-Gasser, Sylvie; Herbet, Guillaume; Duffau, Hugues

    2013-08-01

    Accessing the meaning of words, objects, people and facts is a human ability, made possible thanks to semantic processing. Although studies concerning its cortical organization are proficient, the subcortical connectivity underlying this semantic network received less attention. We used intraoperative direct electrostimulation, which mimics a transient virtual lesion during brain surgery for glioma in eight awaken patients, to map the anatomical white matter substrate subserving the semantic system. Patients performed a picture naming task and a non-verbal semantic association test during the electrical mapping. Direct electrostimulation of the inferior fronto-occipital fascicle, a poorly known ventral association pathway which runs throughout the brain, induced in all cases semantic disturbances. These transient disorders were highly reproducible, and concerned verbal as well as non-verbal output. Our results highlight for the first time the essential role of the left inferior fronto-occipital fascicle in multimodal (and not only in verbal) semantic processing. On the basis of these original findings, and in the lights of phylogenetic considerations regarding this fascicle, we suggest its possible implication in the monitoring of the human level of consciousness related to semantic memory, namely noetic consciousness. Copyright © 2013 Elsevier Ltd. All rights reserved.

  15. Cognitive correlates of verbal memory and verbal fluency in schizophrenia, and differential effects of various clinical symptoms between male and female patients.

    PubMed

    Brébion, Gildas; Villalta-Gil, Victoria; Autonell, Jaume; Cervilla, Jorge; Dolz, Montserrat; Foix, Alexandrina; Haro, Josep Maria; Usall, Judith; Vilaplana, Miriam; Ochoa, Susana

    2013-06-01

    Impairment of higher cognitive functions in patients with schizophrenia might stem from perturbation of more basic functions, such as processing speed. Various clinical symptoms might affect cognitive efficiency as well. Notably, previous research has revealed the role of affective symptoms on memory performance in this population, and suggested sex-specific effects. We conducted a post-hoc analysis of an extensive neuropsychological study of 88 patients with schizophrenia. Regression analyses were conducted on verbal memory and verbal fluency data to investigate the contribution of semantic organisation and processing speed to performance. The role of negative and affective symptoms and of attention disorders in verbal memory and verbal fluency was investigated separately in male and female patients. Semantic clustering contributed to verbal recall, and a measure of reading speed contributed to verbal recall as well as to phonological and semantic fluency. Negative symptoms affected verbal recall and verbal fluency in the male patients, whereas attention disorders affected these abilities in the female patients. Furthermore, depression affected verbal recall in women, whereas anxiety affected it in men. These results confirm the association of processing speed with cognitive efficiency in patients with schizophrenia. They also confirm the previously observed sex-specific associations of depression and anxiety with memory performance in these patients, and suggest that negative symptoms and attention disorders likewise are related to cognitive efficiency differently in men and women. Copyright © 2013 Elsevier B.V. All rights reserved.

  16. Impaired verbal learning in forensic inpatients with Schizophrenia Spectrum Disorder.

    PubMed

    Corbett, Lasha; Karyadi, Kenny A; Kinney, Dominique; Nitch, Stephen R; Bayan, Stacey Marie; Williams, Mark

    2018-01-01

    The present study aimed to: (a) examine verbal learning performances among forensic inpatients diagnosed with Schizophrenia Spectrum Disorder (SSD); and (b) compare verbal learning performances among forensic SSD inpatients, SSD outpatients, and a small control sample. Participants included forensic SSD inpatients (n = 71), SSD outpatients (n = 305; see Stone et al.), and a control sample from the California Verbal Learning Test-II (CVLT-II) manual (n = 78; see Delis, Kramer, Kaplan, & Ober). Five verbal learning outcomes were measured using the CVLT-II. The average forensic SSD inpatients performed 1 to 1.5 standard deviations below the mean across the five verbal learning outcomes, many of whom (26.8% to 36.6%) performed in the impaired range across the five outcomes. Forensic SSD inpatients performed significantly lower than the SSD outpatients on three verbal learning outcomes and significantly lower than healthy controls on all five verbal learning outcomes. Results indicated forensically committed SSD inpatients have diminished verbal learning performances. Study findings could help define normative verbal learning performances in different types of SSD patients, may guide the development of compensatory strategies for verbal learning deficits, and could subsequently lead to more successful clinical outcomes in this population.

  17. Verbal Overshadowing: Disrupting Memory in Postsecondary Adult Students

    ERIC Educational Resources Information Center

    O'Guin, Jerold C.

    2010-01-01

    Verbal overshadowing is the later disruption of recognition memory resulting from prior verbal recall of the memory. Cognitive psychologists in the field of criminal justice have studied the effect since 1990 due to its ramifications in eyewitness testimony. Because of its short history of research, the effects of verbal overshadowing in the…

  18. Verbal Strategies in the ML Classroom.

    ERIC Educational Resources Information Center

    Di Pietro, Robert J.

    Second language teaching methodologies have been oriented toward their subject matter as the acquisition of form. This orientation does not distinguish sufficiently between language as grammatical competence and language as verbal strategy. There are many matters falling under the heading of "verbal strategy" which should become part of an…

  19. The N-Word: Reducing Verbal Pollution in Schools

    ERIC Educational Resources Information Center

    Fisher, Ericka J.

    2008-01-01

    In this article, the author focuses on the crisis of verbal pollution in our society. "Verbal pollution" refers to the use of words and comments that the majority agrees are offensive, are damaging, and may lead to the deterioration of social institutions. Verbal pollution encompasses hate speech, such as the derogatory words used by…

  20. The prevalence of verbal aggression against nurses.

    PubMed

    McLaughlin, Sue; Gorley, Lyn; Moseley, Laurence

    There have been many anecdotal and press reports of verbal aggression against nurses. The authors undertook a structured review of the published literature on the topic. They found that no consistent definitions or time periods had been used, a consistent estimate of prevalence was impossible to establish, studies had been retrospective, and the commonest form of measurement had been self-report. There had been no culmination of replicable knowledge. The claim of most studies is that verbal aggression is commonplace in nursing. The best available evidence suggests that verbal aggression is often viewed as 'part of the job'. Consequences can range from emotional effects such as anger and humiliation, through to intent to leave the profession and for some it may have a negative psychological impact. Further research is needed to investigate the multi-faceted nature of verbal aggression. This must be guided by clear definitions and incorporate standardized measures of the effects of verbal aggression so that nurses can compare findings and fully understand all of the complexities and consequences.

  1. Content-specificity in verbal recall: a randomized controlled study.

    PubMed

    Zirk-Sadowski, Jan; Szucs, Denes; Holmes, Joni

    2013-01-01

    In this controlled experiment we examined whether there are content effects in verbal short-term memory and working memory for verbal stimuli. Thirty-seven participants completed forward and backward digit and letter recall tasks, which were constructed to control for distance effects between stimuli. A maximum-likelihood mixed-effects logistic regression revealed main effects of direction of recall (forward vs backward) and content (digits vs letters). There was an interaction between type of recall and content, in which the recall of digits was superior to the recall of letters in verbal short-term memory but not in verbal working memory. These results demonstrate that the recall of information from verbal short-term memory is content-specific, whilst the recall of information from verbal working memory is content-general.

  2. Selective loss of verbal imagery.

    PubMed

    Mehta, Z; Newcombe, F

    1996-05-01

    This single case study of the ability to generate verbal and non-verbal imagery in a woman who sustained a gunshot wound to the brain reports a significant difficulty in generating images of word shapes but not a significant problem in generating object images. Further dissociation, however, was observed in her ability to generate images of living vs non-living material. She made more errors in imagery and factual information tasks for non-living items than for living items. This pattern contrasts with our previous report of the agnosic patient, M.S., who had severe difficulty in generating images of living material, whereas his ability to image the shape of words was comparable to that of normal control subjects. Furthermore, with regard to the generation of images of living compared with non-living material, M.S. shows more errors with living than nonliving items. In contrast, the present patient, S.M., made significantly more errors with non-living relative to living items. There appear to be two types of double dissociation which reinforce the growing evidence of dissociable impairments in the ability to generate images for different types of verbal and non-verbal material. Such dissociations, presumably related to sensory and cognitive processing demands, address the problem of the neural basis of imagery.

  3. Story Problem Formats: Verbal Versus Telegraphic.

    ERIC Educational Resources Information Center

    Moyer, John C.; And Others

    1984-01-01

    Students in grades three to seven were given tests on which problems were presented in either verbal or telegraphic format. Only in grade six was a significant difference found, favoring the verbal format. Problems with conventional syntax appeared to be easier to interpret than those with bare bones syntax. (MNS)

  4. Visuo-spatial abilities are key for young children's verbal number skills.

    PubMed

    Cornu, Véronique; Schiltz, Christine; Martin, Romain; Hornung, Caroline

    2018-02-01

    Children's development of verbal number skills (i.e., counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed as contributing to the development of these foundational skills. To understand the cognitive nature of verbal number skills in young children, the current study assessed the relation of preschoolers' verbal and visuo-spatial abilities to their verbal number skills. In total, 141 children aged 5 or 6 years participated in the current study. Verbal number skills were regressed on vocabulary, phonological awareness and visuo-spatial abilities, and verbal and visuo-spatial working memory in a structural equation model. Only visuo-spatial abilities emerged as a significant predictor of verbal number skills in the estimated model. Our results suggest that visuo-spatial abilities contribute to a larger extent to children's verbal number skills than verbal abilities. From a theoretical point of view, these results suggest a visuo-spatial, rather than a verbal, grounding of verbal number skills. These results are potentially informative for the conception of early mathematics assessments and interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Young children's coding and storage of visual and verbal material.

    PubMed

    Perlmutter, M; Myers, N A

    1975-03-01

    36 preschool children (mean age 4.2 years) were each tested on 3 recognition memory lists differing in test mode (visual only, verbal only, combined visual-verbal). For one-third of the children, original list presentation was visual only, for another third, presentation was verbal only, and the final third received combined visual-verbal presentation. The subjects generally performed at a high level of correct responding. Verbal-only presentation resulted in less correct recognition than did either visual-only or combined visual-verbal presentation. However, because performances under both visual-only and combined visual-verbal presentation were statistically comparable, and a high level of spontaneous labeling was observed when items were presented only visually, a dual-processing conceptualization of memory in 4-year-olds was suggested.

  6. Constructs and Events in Verbal Behavior

    ERIC Educational Resources Information Center

    Fryling, Mitch J.

    2013-01-01

    Skinner's (1957) analysis of verbal behavior has been the subject of much controversy in recent years. While criticism has historically come from outside the field of behavior analysis, there are now well-articulated arguments against Skinner's analysis of verbal behavior from within the field as well. Recently, advocates of…

  7. The Multiple Control of Verbal Behavior

    ERIC Educational Resources Information Center

    Michael, Jack; Palmer, David C.; Sundberg, Mark L.

    2011-01-01

    Amid the novel terms and original analyses in Skinner's "Verbal Behavior", the importance of his discussion of multiple control is easily missed, but multiple control of verbal responses is the rule rather than the exception. In this paper we summarize and illustrate Skinner's analysis of multiple control and introduce the terms "convergent…

  8. Localizing Pain Matrix and Theory of Mind networks with both verbal and non-verbal stimuli.

    PubMed

    Jacoby, Nir; Bruneau, Emile; Koster-Hale, Jorie; Saxe, Rebecca

    2016-02-01

    Functional localizer tasks allow researchers to identify brain regions in each individual's brain, using a combination of anatomical and functional constraints. In this study, we compare three social cognitive localizer tasks, designed to efficiently identify regions in the "Pain Matrix," recruited in response to a person's physical pain, and the "Theory of Mind network," recruited in response to a person's mental states (i.e. beliefs and emotions). Participants performed three tasks: first, the verbal false-belief stories task; second, a verbal task including stories describing physical pain versus emotional suffering; and third, passively viewing a non-verbal animated movie, which included segments depicting physical pain and beliefs and emotions. All three localizers were efficient in identifying replicable, stable networks in individual subjects. The consistency across tasks makes all three tasks viable localizers. Nevertheless, there were small reliable differences in the location of the regions and the pattern of activity within regions, hinting at more specific representations. The new localizers go beyond those currently available: first, they simultaneously identify two functional networks with no additional scan time, and second, the non-verbal task extends the populations in whom functional localizers can be applied. These localizers will be made publicly available. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Verbal versus Physical Aggression in Intermittent Explosive Disorder

    PubMed Central

    Look, Amy E.; McCloskey, Michael S.; Coccaro, Emil F.

    2015-01-01

    Intermittent Explosive Disorder (IED) is the only adult psychiatric diagnosis for which pathological aggression is primary. DSM-IV criteria focused on physical aggression, but DSM-5 allows for an IED diagnosis in the presence of frequent verbal aggression with or without concurrent physical aggression. It remains unclear how individuals with verbal aggression differ from those with physical aggression with respect to cognitive-affective deficits and psychosocial functioning. The current study compared individuals who met IED criteria with either frequent verbal aggression without physical aggression (IED-V), physical aggression without frequent verbal aggression (IED-P), or both frequent verbal aggression and physical aggression (IED-B) as well as a non-aggressive personality-disordered (PD) comparison group using behavioral and self-report measures of aggression, anger, impulsivity, and affective lability, and psychosocial impairment. Results indicate all IED groups showed increased anger/aggression, psychosocial impairment, and affective lability relative to the PD group. The IED-B group showed greater trait anger, anger dyscontrol, and aggression compared to the IED-V and IED-P groups. Overall, the IED-V and IED-P groups reported comparable deficits and impairment. These results support the inclusion of verbal aggression within the IED criteria and suggest a more severe profile for individuals who engage in both frequent verbal arguments and repeated physical aggression. PMID:25534757

  10. Verbal overshadowing of visual memories: some things are better left unsaid.

    PubMed

    Schooler, J W; Engstler-Schooler, T Y

    1990-01-01

    It is widely believed that verbal processing generally improves memory performance. However, in a series of six experiments, verbalizing the appearance of previously seen visual stimuli impaired subsequent recognition performance. In Experiment 1, subjects viewed a videotape including a salient individual. Later, some subjects described the individual's face. Subjects who verbalized the face performed less well on a subsequent recognition test than control subjects who did not engage in memory verbalization. The results of Experiment 2 replicated those of Experiment 1 and further clarified the effect of memory verbalization by demonstrating that visualization does not impair face recognition. In Experiments 3 and 4 we explored the hypothesis that memory verbalization impairs memory for stimuli that are difficult to put into words. In Experiment 3 memory impairment followed the verbalization of a different visual stimulus: color. In Experiment 4 marginal memory improvement followed the verbalization of a verbal stimulus: a brief spoken statement. In Experiments 5 and 6 the source of verbally induced memory impairment was explored. The results of Experiment 5 suggested that the impairment does not reflect a temporary verbal set, but rather indicates relatively long-lasting memory interference. Finally, Experiment 6 demonstrated that limiting subjects' time to make recognition decisions alleviates the impairment, suggesting that memory verbalization overshadows but does not eradicate the original visual memory. This collection of results is consistent with a recording interference hypothesis: verbalizing a visual memory may produce a verbally biased memory representation that can interfere with the application of the original visual memory.

  11. Verbal Labeling and Serial Position Recall.

    ERIC Educational Resources Information Center

    Hagen, John W.; Mesibov, Gary

    The effect of verbal labeling in a serial position short term memory task was investigated. Forty female college students were given 16 trials each. Eight trials involved only central items which had to be recalled. The other eight trials involved both central and incidental items. Half of the subjects verbalized the names of the central items as…

  12. Reflections on "Verbal Behavior" at 60

    ERIC Educational Resources Information Center

    Schlinger, Henry D., Jr.

    2017-01-01

    In the present essay, commemorating the 60th anniversary of the publication of B. F. Skinner's "Verbal Behavior", I stand by and defend the judgment I expressed in my article "The Long Goodbye: Why B. F. Skinner's 'Verbal Behavior' Is Alive and Well on the 50th Anniversary of Its Publication" (2008c)--that Skinner's…

  13. Verbal and non-verbal semantic impairment: From fluent primary progressive aphasia to semantic dementia

    PubMed Central

    Senaha, Mirna Lie Hosogi; Caramelli, Paulo; Porto, Claudia Sellitto; Nitrini, Ricardo

    2007-01-01

    Selective disturbances of semantic memory have attracted the interest of many investigators and the question of the existence of single or multiple semantic systems remains a very controversial theme in the literature. Objectives To discuss the question of multiple semantic systems based on a longitudinal study of a patient who presented semantic dementia from fluent primary progressive aphasia. Methods A 66 year-old woman with selective impairment of semantic memory was examined on two occasions, undergoing neuropsychological and language evaluations, the results of which were compared to those of three paired control individuals. Results In the first evaluation, physical examination was normal and the score on the Mini-Mental State Examination was 26. Language evaluation revealed fluent speech, anomia, disturbance in word comprehension, preservation of the syntactic and phonological aspects of the language, besides surface dyslexia and dysgraphia. Autobiographical and episodic memories were relatively preserved. In semantic memory tests, the following dissociation was found: disturbance of verbal semantic memory with preservation of non-verbal semantic memory. Magnetic resonance of the brain revealed marked atrophy of the left anterior temporal lobe. After 14 months, the difficulties in verbal semantic memory had become more severe and the semantic disturbance, limited initially to the linguistic sphere, had worsened to involve non-verbal domains. Conclusions Given the dissociation found in the first examination, we believe there is sufficient clinical evidence to refute the existence of a unitary semantic system. PMID:29213389

  14. Cognitive Predictors of Verbal Memory in a Mixed Clinical Pediatric Sample

    PubMed Central

    Jordan, Lizabeth L.; Tyner, Callie E.; Heaton, Shelley C.

    2013-01-01

    Verbal memory problems, along with other cognitive difficulties, are common in children diagnosed with neurological and/or psychological disorders. Historically, these “memory problems” have been poorly characterized and often present with a heterogeneous pattern of performance across memory processes, even within a specific diagnostic group. The current study examined archival neuropsychological data from a large mixed clinical pediatric sample in order to understand whether functioning in other cognitive areas (i.e., verbal knowledge, attention, working memory, executive functioning) may explain some of the performance variability seen across verbal memory tasks of the Children’s Memory Scale (CMS). Multivariate analyses revealed that among the cognitive functions examined, only verbal knowledge explained a significant amount of variance in overall verbal memory performance. Further univariate analyses examining the component processes of verbal memory indicated that verbal knowledge is specifically related to encoding, but not the retention or retrieval stages. Future research is needed to replicate these findings in other clinical samples, to examine whether verbal knowledge predicts performance on other verbal memory tasks and to explore whether these findings also hold true for visual memory tasks. Successful replication of the current study findings would indicate that interventions targeting verbal encoding deficits should include efforts to improve verbal knowledge. PMID:25379253

  15. Verbal memory impairment after left insular cortex infarction

    PubMed Central

    Manes, F.; Springer, J.; Jorge, R.; Robinson, R.

    1999-01-01

    PET studies have shown an association between changes in blood flow in the insular cortex and verbal memory. This study compared verbal memory profiles between a group of four right handed patients with right insular infarction and a group of six right handed patients with left insular infarction. Patient groups were comparable in age, education, and sex. Patients were administered memory tests about 4-8 weeks poststroke. Patients with left insular lesions showed significantly poorer immediate and delayed verbal memory as measured by story A of the WMS-R logical memory I (t=−2.73, p<0.03) and logical memory II (t=−4.1, p<0.004) subtests as well as the CERAD word list memory (delayed recall) (t=−2.4, p<0.05). These findings indicate that left insular damage is associated with poorer performance on verbal memory tasks. The findings suggest that the insula may be part of a functional network that mediates verbal memory.

 PMID:10486407

  16. Condom use: exploring verbal and non-verbal communication strategies among Latino and African American men and women.

    PubMed

    Zukoski, Ann P; Harvey, S Marie; Branch, Meredith

    2009-08-01

    A growing body of literature provides evidence of a link between communication with sexual partners and safer sexual practices, including condom use. More research is needed that explores the dynamics of condom communication including gender differences in initiation, and types of communication strategies. The overall objective of this study was to explore condom use and the dynamics surrounding condom communication in two distinct community-based samples of African American and Latino heterosexual couples at increased risk for HIV. Based on 122 in-depth interviews, 80% of women and 74% of men reported ever using a condom with their primary partner. Of those who reported ever using a condom with their current partner, the majority indicated that condom use was initiated jointly by men and women. In addition, about one-third of the participants reported that the female partner took the lead and let her male partner know she wanted to use a condom. A sixth of the sample reported that men initiated use. Although over half of the respondents used bilateral verbal strategies (reminding, asking and persuading) to initiate condom use, one-fourth used unilateral verbal strategies (commanding and threatening to withhold sex). A smaller number reported using non-verbal strategies involving condoms themselves (e.g. putting a condom on or getting condoms). The results suggest that interventions designed to improve condom use may need to include both members of a sexual dyad and focus on improving verbal and non-verbal communication skills of individuals and couples.

  17. Belief attribution despite verbal interference.

    PubMed

    Forgeot d'Arc, Baudouin; Ramus, Franck

    2011-05-01

    False-belief (FB) tasks have been widely used to study the ability of individuals to represent the content of their conspecifics' mental states (theory of mind). However, the cognitive processes involved are still poorly understood, and it remains particularly debated whether language and inner speech are necessary for the attribution of beliefs to other agents. We present a completely nonverbal paradigm consisting of silent animated cartoons in five closely related conditions, systematically teasing apart different aspects of scene analysis and allowing the assessment of the attribution of beliefs, goals, and physical causation. In order to test the role of language in belief attribution, we used verbal shadowing as a dual task to inhibit inner speech. Data on 58 healthy adults indicate that verbal interference decreases overall performance, but has no specific effect on belief attribution. Participants remained able to attribute beliefs despite heavy concurrent demands on their verbal abilities. Our results are most consistent with the hypothesis that belief attribution is independent from inner speech.

  18. Genetic architecture of verbal abilities in children and adolescents.

    PubMed

    Hoekstra, Rosa A; Bartels, Meike; van Leeuwen, Marieke; Boomsma, Dorret I

    2009-11-01

    The etiology of individual differences in general verbal ability, verbal learning and letter and category fluency were examined in two independent samples of 9- and 18-year-old twin pairs and their siblings. In both age groups, we observed strong familial resemblance for general verbal ability and moderate familial resemblance for verbal learning, letter and category fluency. All familial resemblance was explained by genetic factors. There was significant covariance among the tests, which was stronger in magnitude in the adolescent cohort. The covariance was mainly explained by genetic effects shared by subtests, both in middle childhood and in late adolescence. In addition to a shared set of genes that influenced all phenotypes, there were also genetic influences specific to the different verbal phenotypes.

  19. Measuring Verbal and Non-Verbal Communication in Aphasia: Reliability, Validity, and Sensitivity to Change of the Scenario Test

    ERIC Educational Resources Information Center

    van der Meulen, Ineke; van de Sandt-Koenderman, W. Mieke E.; Duivenvoorden, Hugo J.; Ribbers, Gerard M.

    2010-01-01

    Background: This study explores the psychometric qualities of the Scenario Test, a new test to assess daily-life communication in severe aphasia. The test is innovative in that it: (1) examines the effectiveness of verbal and non-verbal communication; and (2) assesses patients' communication in an interactive setting, with a supportive…

  20. Predictors of nurses' experience of verbal abuse by nurse colleagues.

    PubMed

    Keller, Ronald; Krainovich-Miller, Barbara; Budin, Wendy; Djukic, Maja

    Between 45% and 94% of registered nurses (RNs) experience verbal abuse, which is associated with physical and psychological harm. Although several studies examined predictors of RNs' verbal abuse, none examined predictors of RNs' experiences of verbal abuse by RN colleagues. To examine individual, workplace, dispositional, contextual, and interpersonal predictors of RNs' reported experiences of verbal abuse from RN colleagues. In this secondary analysis, a cross-sectional design with multiple linear regression analysis was used to examine the effect of 23 predictors on verbal abuse by RN colleagues in a sample of 1,208 early career RNs. Selected variables in the empirical intragroup conflict model explained 23.8% of variance in RNs' experiences of verbal abuse by RN colleagues. A number of previously unstudied factors were identified that organizational leaders can monitor and develop or modify policies to prevent early career RNs' experiences of verbal abuse by RN colleagues. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Verbal and physical abuse against nurses in Turkey.

    PubMed

    Celik, S S; Celik, Y; Ağirbaş, I; Uğurluoğlu, O

    2007-12-01

    This study of verbal and physical abuse against nurses in Turkey aimed to describe prevalence, sources, important effects on work, family and social life of the nurses, coping methods and factors. A sample of 622 nurses working in eight hospitals located in the capital city of Turkey was surveyed using verbal and physical abuse questionnaires. The prevalence of verbal and physical abuse against nurses in the sample of this study were found to be as 91.1% and 33.0% respectively. Colleagues were found to be the most important source of verbally abusive behaviours while patients and patients' relatives were the important sources of physically abusive behaviours. Disturbed mental health, decreased job performance and headache were the more frequently reported negative effects of verbal and physical abuses on nurses. The most common reactions against abusive behaviours were anger, helplessness, humiliation and depression. It is interesting to find that 'did nothing' was the most reported coping method with verbal abuse. The findings also suggested that working in inpatient units and increasing work experience in the nursing profession were statistically significant variables increasing the likelihood of being abused physically. All the results on sources, negative effects, feelings and coping methods on verbally and physically abusive behaviours lead us to discuss that lower working status and power of the nurses at the work, poor working conditions in healthcare settings and insufficient administrative mechanisms as well as law and regulations against the abusers are the important factors forcing the nurses to work in an inappropriate work environment in Turkey.

  2. Diagnostic causal reasoning with verbal information.

    PubMed

    Meder, Björn; Mayrhofer, Ralf

    2017-08-01

    In diagnostic causal reasoning, the goal is to infer the probability of causes from one or multiple observed effects. Typically, studies investigating such tasks provide subjects with precise quantitative information regarding the strength of the relations between causes and effects or sample data from which the relevant quantities can be learned. By contrast, we sought to examine people's inferences when causal information is communicated through qualitative, rather vague verbal expressions (e.g., "X occasionally causes A"). We conducted three experiments using a sequential diagnostic inference task, where multiple pieces of evidence were obtained one after the other. Quantitative predictions of different probabilistic models were derived using the numerical equivalents of the verbal terms, taken from an unrelated study with different subjects. We present a novel Bayesian model that allows for incorporating the temporal weighting of information in sequential diagnostic reasoning, which can be used to model both primacy and recency effects. On the basis of 19,848 judgments from 292 subjects, we found a remarkably close correspondence between the diagnostic inferences made by subjects who received only verbal information and those of a matched control group to whom information was presented numerically. Whether information was conveyed through verbal terms or numerical estimates, diagnostic judgments closely resembled the posterior probabilities entailed by the causes' prior probabilities and the effects' likelihoods. We observed interindividual differences regarding the temporal weighting of evidence in sequential diagnostic reasoning. Our work provides pathways for investigating judgment and decision making with verbal information within a computational modeling framework. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Effects of Proactive Interference on Non-Verbal Working Memory

    PubMed Central

    Cyr, Marilyn; Nee, Derek E.; Nelson, Eric; Senger, Thea; Jonides, John; Malapani, Chara

    2016-01-01

    Working memory (WM) is a cognitive system responsible for actively maintaining and processing relevant information and is central to successful cognition. A process critical to WM is the resolution of proactive interference (PI), which involves suppressing memory intrusions from prior memories that are no longer relevant. Most studies that have examined resistance to PI in a process-pure fashion used verbal material. By contrast, studies using non-verbal material are scarce, and it remains unclear whether the effect of PI is domain-general or whether it applies solely to the verbal domain. The aim of the present study was to examine the effect of PI in visual working memory using both objects with high and low nameability. Using a Directed-Forgetting paradigm, we varied discriminability between WM items on two dimensions, one verbal (high-nameability vs. low-nameability objects) and one perceptual (colored vs. gray objects). As in previous studies using verbal material, effects of PI were found with object stimuli, even after controlling for verbal labels being used (i.e., Low-Nameability condition). We also found that the addition of distinctive features (color, verbal label) increased performance in rejecting intrusion probes, most likely through an increase in discriminability between content-context bindings in WM. PMID:27838866

  4. Effects of proactive interference on non-verbal working memory.

    PubMed

    Cyr, Marilyn; Nee, Derek E; Nelson, Eric; Senger, Thea; Jonides, John; Malapani, Chara

    2017-02-01

    Working memory (WM) is a cognitive system responsible for actively maintaining and processing relevant information and is central to successful cognition. A process critical to WM is the resolution of proactive interference (PI), which involves suppressing memory intrusions from prior memories that are no longer relevant. Most studies that have examined resistance to PI in a process-pure fashion used verbal material. By contrast, studies using non-verbal material are scarce, and it remains unclear whether the effect of PI is domain-general or whether it applies solely to the verbal domain. The aim of the present study was to examine the effect of PI in visual WM using both objects with high and low nameability. Using a Directed-Forgetting paradigm, we varied discriminability between WM items on two dimensions, one verbal (high-nameability vs. low-nameability objects) and one perceptual (colored vs. gray objects). As in previous studies using verbal material, effects of PI were found with object stimuli, even after controlling for verbal labels being used (i.e., low-nameability condition). We also found that the addition of distinctive features (color, verbal label) increased performance in rejecting intrusion probes, most likely through an increase in discriminability between content-context bindings in WM.

  5. A qualitative study on non-verbal sensitivity in nursing students.

    PubMed

    Chan, Zenobia C Y

    2013-07-01

    To explore nursing students' perception of the meanings and roles of non-verbal communication and sensitivity. It also attempts to understand how different factors influence their non-verbal communication style. The importance of non-verbal communication in the health arena lies in the need for good communication for efficient healthcare delivery. Understanding nursing students' non-verbal communication with patients and the influential factors is essential to prepare them for field work in the future. Qualitative approach based on 16 in-depth interviews. Sixteen nursing students from the Master of Nursing and the Year 3 Bachelor of Nursing program were interviewed. Major points in the recorded interviews were marked down for content analysis. Three main themes were developed: (1) understanding students' non-verbal communication, which shows how nursing students value and experience non-verbal communication in the nursing context; (2) factors that influence the expression of non-verbal cues, which reveals the effect of patients' demographic background (gender, age, social status and educational level) and participants' characteristics (character, age, voice and appearance); and (3) metaphors of non-verbal communication, which is further divided into four subthemes: providing assistance, individualisation, dropping hints and promoting interaction. Learning about students' non-verbal communication experiences in the clinical setting allowed us to understand their use of non-verbal communication and sensitivity, as well as to understand areas that may need further improvement. The experiences and perceptions revealed by the nursing students could provoke nurses to reconsider the effects of the different factors suggested in this study. The results might also help students and nurses to learn and ponder their missing gap, leading them to rethink, train and pay more attention to their non-verbal communication style and sensitivity. © 2013 John Wiley & Sons Ltd.

  6. Verbal and Nonverbal Predictors of Spelling Performance

    ERIC Educational Resources Information Center

    Sadoski, Mark; Willson, Victor L.; Holcomb, Angelia; Boulware-Gooden, Regina

    2005-01-01

    Verbal and nonverbal predictors of spelling performance in Grades 1-12 were investigated using the national norming data from a standardized spelling test. Verbal variables included number of letters, phonemes, syllables, digraphs, blends, silent markers, r-controlled vowels, and the proportion of grapheme-phoneme correspondence. The nonverbal…

  7. The mainstreaming of verbally aggressive online political behaviors.

    PubMed

    Cicchirillo, Vincent; Hmielowski, Jay; Hutchens, Myiah

    2015-05-01

    The purpose of this paper was to investigate the relationship between verbal aggression and uncivil media attention on political flaming. More specifically, this paper examines whether the use of uncivil media programming is associated with the perceived acceptability and intention to engage in aggressive online discussions (i.e., online political flaming) and whether this relationship varies by verbal aggression. The results show that individuals less inclined to engage in aggressive communication tactics (i.e., low in verbal aggression) become more accepting of flaming and show greater intention to flame as their attention to uncivil media increases. By contrast, those with comparatively higher levels of verbal aggression show a decrease in acceptance and intention to flame as their attention to these same media increases.

  8. Establishing Vocal Verbalizations in Mute Mongoloid Children.

    ERIC Educational Resources Information Center

    Buddenhagen, Ronald G.

    Behavior modification as an attack upon the problem of mutism in mongoloid children establishes the basis of the text. Case histories of four children in a state institution present the specific strategy of speech therapy using verbal conditioning. Imitation and attending behavior, verbal chaining, phonetic theory, social reinforcement,…

  9. Verbal and visual divergent thinking in aging.

    PubMed

    Palmiero, Massimiliano; Nori, Raffaella; Piccardi, Laura

    2017-04-01

    According to the peak and decline model divergent thinking declines at a specific age (in or after middle age). However, if divergent thinking declines steadily in aging still has to be clarified. In order to explore the age-related changes in verbal and visual divergent thinking, in the present study a sample of 159 participants was divided in five age groups: young adults (18-35 years), middle-aged adults (36-55), young old (56-74), old (75-85) and the oldest-old (86-98). Two divergent thinking tasks were administered: the alternative uses for cardboard boxes, aimed at assessing verbal ideational fluency, flexibility and originality; the completion drawing task, aimed at assessing visual ideational fluency, flexibility and originality. Results showed that after peaking in the young adult group (20-35 years) all components of verbal and visual divergent thinking stabilized in the middle-aged adult group (36-55 years) and then started declining in the young old group (56-75). Interestingly, all components were found to be preserved after declining. Yet, verbal and visual divergent thinking were found at the same extent across age groups, with the exception of visual ideational fluency, that was higher in the young old group, the old group and the oldest-old group than verbal ideational fluency. These results support the idea that divergent thinking does not decline steadily in the elderly. Given that older people can preserve to some extent verbal and visual divergent thinking, these findings have important implications for active aging, that is, divergent thinking might be fostered in aging in order to prevent the cognitive decline.

  10. Visual Cues, Verbal Cues and Child Development

    ERIC Educational Resources Information Center

    Valentini, Nadia

    2004-01-01

    In this article, the author discusses two strategies--visual cues (modeling) and verbal cues (short, accurate phrases) which are related to teaching motor skills in maximizing learning in physical education classes. Both visual and verbal cues are strong influences in facilitating and promoting day-to-day learning. Both strategies reinforce…

  11. A Memory-Based Theory of Verbal Cognition

    ERIC Educational Resources Information Center

    Dennis, Simon

    2005-01-01

    The syntagmatic paradigmatic model is a distributed, memory-based account of verbal processing. Built on a Bayesian interpretation of string edit theory, it characterizes the control of verbal cognition as the retrieval of sets of syntagmatic and paradigmatic constraints from sequential and relational long-term memory and the resolution of these…

  12. The Effects of Concurrent Verbal and Visual Tasks on Category Learning

    ERIC Educational Resources Information Center

    Miles, Sarah J.; Minda, John Paul

    2011-01-01

    Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…

  13. Recent Research on Emergent Verbal Behavior: Clinical Applications and Future Directions

    ERIC Educational Resources Information Center

    Grow, Laura L.; Kodak, Tiffany

    2010-01-01

    Previous research on the acquisition of verbal behavior in children with developmental disabilities has focused on teaching four primary verbal operants: (1) "mand"; (2) "tact"; (3) "echoic"; and (4) "intraverbal". In Skinner's (1957) analysis of verbal behavior, he stated that each verbal operant is maintained by unique antecedent and consequence…

  14. Working memory still needs verbal rehearsal.

    PubMed

    Lucidi, Annalisa; Langerock, Naomi; Hoareau, Violette; Lemaire, Benoît; Camos, Valérie; Barrouillet, Pierre

    2016-02-01

    The causal role of verbal rehearsal in working memory has recently been called into question. For example, the SOB-CS (Serial Order in a Box-Complex Span) model assumes that there is no maintenance process for the strengthening of items in working memory, but instead a process of removal of distractors that are involuntarily encoded and create interference with memory items. In the present study, we tested the idea that verbal working memory performance can be accounted for without assuming a causal role of the verbal rehearsal process. We demonstrate in two experiments using a complex span task and a Brown-Peterson paradigm that increasing the number of repetitions of the same distractor (the syllable ba that was read aloud at each of its occurrences on screen) has a detrimental effect on the concurrent maintenance of consonants whereas the maintenance of spatial locations remains unaffected. A detailed analysis of the tasks demonstrates that accounting for this effect within the SOB-CS model requires a series of unwarranted assumptions leading to undesirable further predictions contradicted by available experimental evidence. We argue that the hypothesis of a maintenance mechanism based on verbal rehearsal that is impeded by concurrent articulation still provides the simplest and most compelling account of our results.

  15. Verbal Mediation and Satiation in Young Children.

    ERIC Educational Resources Information Center

    Cook, Harold; Smothergill, Daniel

    The study demonstrates: (1) the occurrence of verbal mediation with its facilitory effect, and (2) the interfering effect of verbal satiation on mediational processes in a three-state chaining paradigm. 40 preschool children were randomly assigned to either a control (no satiation) or an experimental (satiation) group. The subjects in the control…

  16. Verbal Stimulus Control and the Intraverbal Relation

    ERIC Educational Resources Information Center

    Sundberg, Mark L.

    2016-01-01

    The importance of the intraverbal relation is missed in most theories of language. Skinner (1957) attributes this to traditional semantic theories of meaning that focus on the nonverbal referents of words and neglect verbal stimuli as separate sources of control for linguistic behavior. An analysis of verbal stimulus control is presented, along…

  17. [Predictors of verbal memory decline following temporal lobe surgery].

    PubMed

    de Vanssay-Maigne, A; Boutin, M; Baudoin-Chial, S

    2008-05-01

    Verbal memory decline can occur after temporal lobe surgery, especially when the left dominant hemisphere is involved. This potential functional risk must be evaluated before surgery. Among all factors that have been identified by several studies, the side of surgery (left dominant) and high baseline memory performance have been found to be predictive of verbal memory decline. Other factors such as etiology, sex, age at surgery, age at seizure onset, and duration may influence memory decline, but the results are not clear. Our purpose was to identify, in our population of patients and among all risk factors, those that may be predictive of verbal memory decline. Logistic regression was used to examine the effect of each factor on the postoperative verbal memory index (WMS-R) in 101 patients who underwent a right (n=49) or left (n=52) anterior temporal lobe resection. In the group as a whole, 22 % of the patients demonstrated verbal memory decline of more than one standard deviation. The verbal memory decline was significantly related to surgery on the left side and a high level of verbal memory performance. These factors were significant predictors of decline. The other factors (etiology, sex, age at surgery, age at seizure onset, and duration) were not found to be predictive of this decline. Our analysis demonstrates that the patients who are most at risk of undergoing verbal memory deterioration are those who undergo left-sided temporal resection and have good memory scores preoperatively. The contradictions found in the literature about the other factors could be explained by the diversity of the tests and criteria used to assess memory decline.

  18. When customers exhibit verbal aggression, employees pay cognitive costs.

    PubMed

    Rafaeli, Anat; Erez, Amir; Ravid, Shy; Derfler-Rozin, Rellie; Treister, Dorit Efrat; Scheyer, Ravit

    2012-09-01

    In 4 experimental studies, we show that customer verbal aggression impaired the cognitive performance of the targets of this aggression. In Study 1, customers' verbal aggression reduced recall of customers' requests. Study 2 extended these findings by showing that customer verbal aggression impaired recognition memory and working memory among employees of a cellular communication provider. In Study 3, the ability to take another's perspective attenuated the negative effects of customer verbal aggression on participants' cognitive performance. Study 4 linked customer verbal aggression to quality of task performance, showing a particularly negative influence of aggressive requests delivered by high-status customers. Together, these studies suggest that the effects of even minor aggression from customers can strongly affect the immediate cognitive performance of customer service employees and reduce their task performance. The implications for research on aggression and for the practice of customer service are discussed.

  19. Verbal behavior: The other reviews

    PubMed Central

    Knapp, Terry J.

    1992-01-01

    The extensive attention devoted to Noam Chomsky's review of Verbal Behavior by B.F. Skinner has resulted in a neglect of more than a dozen other rewiews of the work. These are surveyed and found to be positive and congenial in tone, with many of the reviewers advancing his/her own analysis of speech and language. The dominant criticism of the book was its disregard of central or implicit processes and its lack of experimental data. An examination of the receptive history of Verbal Behavior offers a more balanced historical account than those which rely excessively on Chomsky's commentary PMID:22477049

  20. Dissociating verbal and nonverbal audiovisual object processing.

    PubMed

    Hocking, Julia; Price, Cathy J

    2009-02-01

    This fMRI study investigates how audiovisual integration differs for verbal stimuli that can be matched at a phonological level and nonverbal stimuli that can be matched at a semantic level. Subjects were presented simultaneously with one visual and one auditory stimulus and were instructed to decide whether these stimuli referred to the same object or not. Verbal stimuli were simultaneously presented spoken and written object names, and nonverbal stimuli were photographs of objects simultaneously presented with naturally occurring object sounds. Stimulus differences were controlled by including two further conditions that paired photographs of objects with spoken words and object sounds with written words. Verbal matching, relative to all other conditions, increased activation in a region of the left superior temporal sulcus that has previously been associated with phonological processing. Nonverbal matching, relative to all other conditions, increased activation in a right fusiform region that has previously been associated with structural and conceptual object processing. Thus, we demonstrate how brain activation for audiovisual integration depends on the verbal content of the stimuli, even when stimulus and task processing differences are controlled.

  1. Prosody Predicts Contest Outcome in Non-Verbal Dialogs.

    PubMed

    Dreiss, Amélie N; Chatelain, Philippe G; Roulin, Alexandre; Richner, Heinz

    2016-01-01

    Non-verbal communication has important implications for inter-individual relationships and negotiation success. However, to what extent humans can spontaneously use rhythm and prosody as a sole communication tool is largely unknown. We analysed human ability to resolve a conflict without verbal dialogs, independently of semantics. We invited pairs of subjects to communicate non-verbally using whistle sounds. Along with the production of more whistles, participants unwittingly used a subtle prosodic feature to compete over a resource (ice-cream scoops). Winners can be identified by their propensity to accentuate the first whistles blown when replying to their partner, compared to the following whistles. Naive listeners correctly identified this prosodic feature as a key determinant of which whistler won the interaction. These results suggest that in the absence of other communication channels, individuals spontaneously use a subtle variation of sound accentuation (prosody), instead of merely producing exuberant sounds, to impose themselves in a conflict of interest. We discuss the biological and cultural bases of this ability and their link with verbal communication. Our results highlight the human ability to use non-verbal communication in a negotiation process.

  2. Prosody Predicts Contest Outcome in Non-Verbal Dialogs

    PubMed Central

    Dreiss, Amélie N.; Chatelain, Philippe G.

    2016-01-01

    Non-verbal communication has important implications for inter-individual relationships and negotiation success. However, to what extent humans can spontaneously use rhythm and prosody as a sole communication tool is largely unknown. We analysed human ability to resolve a conflict without verbal dialogs, independently of semantics. We invited pairs of subjects to communicate non-verbally using whistle sounds. Along with the production of more whistles, participants unwittingly used a subtle prosodic feature to compete over a resource (ice-cream scoops). Winners can be identified by their propensity to accentuate the first whistles blown when replying to their partner, compared to the following whistles. Naive listeners correctly identified this prosodic feature as a key determinant of which whistler won the interaction. These results suggest that in the absence of other communication channels, individuals spontaneously use a subtle variation of sound accentuation (prosody), instead of merely producing exuberant sounds, to impose themselves in a conflict of interest. We discuss the biological and cultural bases of this ability and their link with verbal communication. Our results highlight the human ability to use non-verbal communication in a negotiation process. PMID:27907039

  3. Erroneous verbalizations and risk taking at video lotteries.

    PubMed

    Caron, Anne; Ladouceur, Robert

    2003-05-01

    This study examined the effect of erroneous perceptions verbalized by a game accomplice on participants' gambling. The sample consisted of 22 men and 10 women, aged 18 and older, who did not show excessive gambling problems, but who had played video lotteries at least once during the last 6 months. The participants were randomly assigned into one of three groups, where they gambled in the presence of an accomplice who verbalized three types of perceptions: (1) the accomplice emitted erroneous thoughts about gambling, (2) the accomplice verbalized adequate thoughts about gambling, or (3) the accomplice did not speak. Results showed that players exposed to an accomplice's erroneous verbalizations took significantly more risks than players in the other two groups. Erroneous perceptions appear to be easily transmissible and have impacts on gambling behaviour. The practical and theoretical implications of these results are discussed.

  4. Authorship Trends in "The Analysis of Verbal Behavior": 1982-2016

    ERIC Educational Resources Information Center

    Ben, Rodrigo Dal; Goyos, Celso

    2017-01-01

    "The Analysis of Verbal Behavior" ("TAVB") is the only journal focused on theoretical and empirical research in verbal behavior. An assessment of authorship trends can provide a critical perspective on practices in verbal behavior analysis (e.g., participation by non-US institutions, contributions by female authors). The…

  5. Patients' perceptions of GP non-verbal communication: a qualitative study.

    PubMed

    Marcinowicz, Ludmila; Konstantynowicz, Jerzy; Godlewski, Cezary

    2010-02-01

    During doctor-patient interactions, many messages are transmitted without words, through non-verbal communication. To elucidate the types of non-verbal behaviours perceived by patients interacting with family GPs and to determine which cues are perceived most frequently. In-depth interviews with patients of family GPs. Nine family practices in different regions of Poland. At each practice site, interviews were performed with four patients who were scheduled consecutively to see their family doctor. Twenty-four of 36 studied patients spontaneously perceived non-verbal behaviours of the family GP during patient-doctor encounters. They reported a total of 48 non-verbal cues. The most frequent features were tone of voice, eye contact, and facial expressions. Less frequent were examination room characteristics, touch, interpersonal distance, GP clothing, gestures, and posture. Non-verbal communication is an important factor by which patients spontaneously describe and evaluate their interactions with a GP. Family GPs should be trained to better understand and monitor their own non-verbal behaviours towards patients.

  6. Crystallized verbal skills in schizophrenia: relationship to neurocognition, symptoms, and functional status.

    PubMed

    Kurtz, Matthew M; Donato, Jad; Rose, Jennifer

    2011-11-01

    To study the relationship of superior (i.e., ≥ 90th percentile), average (11th-89th percentile) or extremely low (i.e., ≤ 10th percentile) crystallized verbal skills to neurocognitive profiles, symptoms and everyday life function in schizophrenia. Crystallized verbal skill was derived from Vocabulary subtest scores from the Wechsler Adult Intelligence Scale (WAIS). Out of a sample of 165 stable outpatients with schizophrenia we identified 25 participants with superior crystallized verbal skill, 104 participants with average verbal skill, and 36 participants with extremely low crystallized verbal skill. Each participant was administered measures of attention, working memory, verbal learning and memory, problem-solving and processing speed, as well as symptom and performance-based adaptive life skill assessments. The magnitude of neuropsychological impairment across the three groups was different, after adjusting for group differences in education and duration of illness. Working memory, and verbal learning and memory skills were different across all three groups, while processing speed differentiated the extremely low verbal skill group from the other two groups and problem-solving differentiated the very low verbal skill group from the superior verbal skill group. There were no group differences in sustained attention. Capacity measures of everyday life skills were different across each of the three groups. Crystallized verbal skill in schizophrenia is related to the magnitude of impairment in neurocognitive function and performance-based skills in everyday life function. Patterns of neuropsychological impairment were similar across different levels of crystallized verbal skill.

  7. Using Concurrent Verbalization to Measure Math Comprehension

    ERIC Educational Resources Information Center

    Lambeth, Cathryn Colley

    2012-01-01

    The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…

  8. Semantic and Phonemic Verbal Fluency in Blinds

    ERIC Educational Resources Information Center

    Nejati, Vahid; Asadi, Anoosh

    2010-01-01

    A person who has suffered the total loss of a sensory system has, indirectly, suffered a brain lesion. Semantic and phonologic verbal fluency are used for evaluation of executive function and language. The aim of this study is evaluation and comparison of phonemic and semantic verbal fluency in acquired blinds. We compare 137 blinds and 124…

  9. Brain areas impaired in oral and verbal apraxic patients

    PubMed Central

    Yadegari, Fariba; Azimian, Mojtaba; Rahgozar, Mahdi; Shekarchi, Babak

    2014-01-01

    Background: As both oral and verbal apraxia are related to vocal orofacial musculature, this study aimed at identifying brain regions impaired in cases with oral and verbal apraxia. Methods: In this non-experimental study, 46 left brain damaged subjects (17 females) aged 23–84 years, were examined by oral and verbal apraxia tasks. Impaired and spared Broca’s area, insula, and middle frontal gyrus in the left hemisphere were checked from magnetic resonance imaging and computed tomography scans utilizing Talairach Atlas. Data were analyzed using chi-square test. Results: Insula was significantly impaired in both forms of oral and verbal apraxia and different severities and prominent forms of both apraxias (P < 0.05). Broca’s area was slightly less involved than insula in two forms of apraxia. Conclusion: As the damage of insula was more prominent in both forms of apraxias, it seems that oral and verbal apraxia may have commonalities regarding their underlying brain lesions. PMID:25295150

  10. Normal-range verbal-declarative memory in schizophrenia.

    PubMed

    Heinrichs, R Walter; Parlar, Melissa; Pinnock, Farena

    2017-10-01

    Cognitive impairment is prevalent and related to functional outcome in schizophrenia, but a significant minority of the patient population overlaps with healthy controls on many performance measures, including declarative-verbal-memory tasks. In this study, we assessed the validity, clinical, and functional implications of normal-range (NR), verbal-declarative memory in schizophrenia. Performance normality was defined using normative data for 8 basic California Verbal Learning Test (CVLT-II; Delis, Kramer, Kaplan, & Ober, 2000) recall and recognition trials. Schizophrenia patients (n = 155) and healthy control participants (n = 74) were assessed for performance normality, defined as scores within 1 SD of the normative mean on all 8 trials, and assigned to normal- and below-NR memory groups. NR schizophrenia patients (n = 26) and control participants (n = 51) did not differ in general verbal ability, on a reading-based estimate of premorbid ability, across all 8 CVLT-II-score comparisons or in terms of intrusion and false-positive errors and auditory working memory. NR memory patients did not differ from memory-impaired patients (n = 129) in symptom severity, and both patient groups were significantly and similarly disabled in terms of functional status in the community. These results confirm a subpopulation of schizophrenia patients with normal, verbal-declarative-memory performance and no evidence of decline from higher premorbid ability levels. However, NR patients did not experience less severe psychopathology, nor did they show advantage in community adjustment relative to impaired patients. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. Musical and verbal semantic memory: two distinct neural networks?

    PubMed

    Groussard, M; Viader, F; Hubert, V; Landeau, B; Abbas, A; Desgranges, B; Eustache, F; Platel, H

    2010-02-01

    Semantic memory has been investigated in numerous neuroimaging and clinical studies, most of which have used verbal or visual, but only very seldom, musical material. Clinical studies have suggested that there is a relative neural independence between verbal and musical semantic memory. In the present study, "musical semantic memory" is defined as memory for "well-known" melodies without any knowledge of the spatial or temporal circumstances of learning, while "verbal semantic memory" corresponds to general knowledge about concepts, again without any knowledge of the spatial or temporal circumstances of learning. Our aim was to compare the neural substrates of musical and verbal semantic memory by administering the same type of task in each modality. We used high-resolution PET H(2)O(15) to observe 11 young subjects performing two main tasks: (1) a musical semantic memory task, where the subjects heard the first part of familiar melodies and had to decide whether the second part they heard matched the first, and (2) a verbal semantic memory task with the same design, but where the material consisted of well-known expressions or proverbs. The musical semantic memory condition activated the superior temporal area and inferior and middle frontal areas in the left hemisphere and the inferior frontal area in the right hemisphere. The verbal semantic memory condition activated the middle temporal region in the left hemisphere and the cerebellum in the right hemisphere. We found that the verbal and musical semantic processes activated a common network extending throughout the left temporal neocortex. In addition, there was a material-dependent topographical preference within this network, with predominantly anterior activation during musical tasks and predominantly posterior activation during semantic verbal tasks. Copyright (c) 2009 Elsevier Inc. All rights reserved.

  12. An experimental analysis of ongoing verbal behavior: Reinforcement, verbal operants, and superstitious behavior

    PubMed Central

    Leigland, Sam

    1996-01-01

    Four adult humans were asked to asked to “find” and talk about a particular topic to a person in an adjoining room, and were instructed that they would hear a short beep (the only form of reply from the other person) when they were talking about the topic, or were “close” to the topic. In Session 1, the experimenter in the adjoining room presented the beeps in the manner of shaping, or the differential reinforcement of successive approximations, “toward” the designated topic. In Session 2, the same conditions were in effect but the experimenter was unable to hear the subject and the beeps were presented noncontingently in a way that roughly matched the frequency and distribution of presentations in Session 1. In Session 3, shaping conditions were again in effect but with a different topic than that designated for Session 1. Audio recordings were transcribed in a way that was designed to show the progress of shaping over time. These and additional forms of supporting data and accompanying rationale are presented and discussed in detail. Issues raised by the methodology and results of the experiment include the nature of the verbal operant, superstitious verbal behavior, and a variety of methodological issues relevant to the experimental analysis of ongoing or continuous verbal behavior. PMID:22477112

  13. Assessment of Nonverbal and Verbal Apraxia in Patients with Parkinson's Disease

    PubMed Central

    Olchik, Maira Rozenfeld; Shumacher Shuh, Artur Francisco; Rieder, Carlos R. M.

    2015-01-01

    Objective. To assess the presence of nonverbal and verbal apraxia in patients with Parkinson's disease (PD) and analyze the correlation between these conditions and patient age, education, duration of disease, and PD stage, as well as evaluate the correlation between the two types of apraxia and the frequency and types of verbal apraxic errors made by patients in the sample. Method. This was an observational prevalence study. The sample comprised 45 patients with PD seen at the Movement Disorders Clinic of the Clinical Hospital of Porto Alegre, Brazil. Patients were evaluated using the Speech Apraxia Assessment Protocol and PD stages were classified according to the Hoehn and Yahr scale. Results. The rate of nonverbal apraxia and verbal apraxia in the present sample was 24.4%. Verbal apraxia was significantly correlated with education (p ≤ 0.05). The most frequent types of verbal apraxic errors were omissions (70.8%). The analysis of manner and place of articulation showed that most errors occurred during the production of trill (57.7%) and dentoalveolar (92%) phonemes, consecutively. Conclusion. Patients with PD presented nonverbal and verbal apraxia and made several verbal apraxic errors. Verbal apraxia was correlated with education levels. PMID:26543663

  14. Factors Influencing the Accuracy of Verbal Reports of Conversational Behavior.

    ERIC Educational Resources Information Center

    Benoit, William L.; Benoit, Pamela J.

    1989-01-01

    Investigates (1) whether subjects consult their memory or relevant implicit theories when making verbal reports, and (2) the effect of recognition criterion on verbal report performance. Finds that subjects occasionally employ implicit theories to develop their verbal reports, but that memory is much more important in determining the reports. (MM)

  15. Getting the Message Across; Non-Verbal Communication in the Classroom.

    ERIC Educational Resources Information Center

    Levy, Jack

    This handbook presents selected theories, activities, and resources which can be utilized by educators in the area of non-verbal communication. Particular attention is given to the use of non-verbal communication in a cross-cultural context. Categories of non-verbal communication such as proxemics, haptics, kinesics, smiling, sound, clothing, and…

  16. The heterogeneity of verbal short-term memory impairment in aphasia.

    PubMed

    Majerus, Steve; Attout, Lucie; Artielle, Marie-Amélie; Van der Kaa, Marie-Anne

    2015-10-01

    Verbal short-term memory (STM) impairment represents a frequent and long-lasting deficit in aphasia, and it will prevent patients from recovering fully functional language abilities. The aim of this study was to obtain a more precise understanding of the nature of verbal STM impairment in aphasia, by determining whether verbal STM impairment is merely a consequence of underlying language impairment, as suggested by linguistic accounts of verbal STM, or whether verbal STM impairment reflects an additional, specific deficit. We investigated this question by contrasting item-based STM measures, supposed to depend strongly upon language activation, and order-based STM measures, supposed to reflect the operation of specific, serial order maintenance mechanisms, in a sample of patients with single-word processing deficits at the phonological and/or lexical level. A group-level analysis showed robust impairment for both item and serial order STM aspects in the aphasic group relative to an age-matched control group. An analysis of individual profiles revealed an important heterogeneity of verbal STM profiles, with patients presenting either selective item STM deficits, selective order STM deficits, generalized item and serial order STM deficits or no significant STM impairment. Item but not serial order STM impairment correlated with the severity of phonological impairment. These results disconfirm a strong version of the linguistic account of verbal STM impairment in aphasia, by showing variable impairment to both item and serial order processing aspects of verbal STM. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Ictal verbal help-seeking: Occurrence and the underlying etiology.

    PubMed

    Asadi-Pooya, Ali A; Asadollahi, Marjan; Bujarski, Krzysztof; Rabiei, Amin H; Aminian, Narsis; Wyeth, Dale; Sperling, Michael R

    2016-11-01

    Ictal verbal help-seeking has never been systematically studied before. In this study, we evaluated a series of patients with ictal verbal help-seeking to characterize its frequency and underlying etiology. We retrospectively reviewed all the long-term video-EEG reports from Jefferson Comprehensive Epilepsy Center over a 12-year period (2004-2015) for the occurrence of the term "help" in the text body. All the extracted reports were reviewed and patients with at least one episode of documented ictal verbal help-seeking in epilepsy monitoring unit (EMU) were studied. For each patient, the data were reviewed from the electronic medical records, EMU report, and neuroimaging records. During the study period, 5133 patients were investigated in our EMU. Twelve patients (0.23%) had at least one episode of documented ictal verbal help-seeking. Nine patients (six women and three men) had epilepsy and three patients (two women and one man) had psychogenic nonepileptic seizures (PNES). Seven out of nine patients with epilepsy had temporal lobe epilepsy; six patients had right temporal lobe epilepsy. Ictal verbal help-seeking is a rare finding among patients evaluated in epilepsy monitoring units. Ictal verbal help-seeking may suggest that seizures arise in or propagate to the right temporal lobe. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Verbal learning changes in older adults across 18 months.

    PubMed

    Zimprich, Daniel; Rast, Philippe

    2009-07-01

    The major aim of this study was to investigate individual changes in verbal learning across a period of 18 months. Individual differences in verbal learning have largely been neglected in the last years and, even more so, individual differences in change in verbal learning. The sample for this study comes from the Zurich Longitudinal Study on Cognitive Aging (ZULU; Zimprich et al., 2008a) and comprised 336 older adults in the age range of 65-80 years at first measurement occasion. In order to address change in verbal learning we used a latent change model of structured latent growth curves to account for the non-linearity of the verbal learning data. The individual learning trajectories were captured by a hyperbolic function which yielded three psychologically distinct parameters: initial performance, learning rate, and asymptotic performance. We found that average performance increased with respect to initial performance, but not in learning rate or in asymptotic performance. Further, variances and covariances remained stable across both measurement occasions, indicating that the amount of individual differences in the three parameters remained stable, as did the relationships among them. Moreover, older adults differed reliably in their amount of change in initial performance and asymptotic performance. Eventually, changes in asymptotic performance and learning rate were strongly negatively correlated. It thus appears as if change in verbal learning in old age is a constrained process: an increase in total learning capacity implies that it takes longer to learn. Together, these results point to the significance of individual differences in change of verbal learning in the elderly.

  19. How anxiety induces verbal hallucinations

    PubMed Central

    Ratcliffe, Matthew; Wilkinson, Sam

    2016-01-01

    Verbal hallucinations are often associated with pronounced feelings of anxiety, and it has also been suggested that anxiety somehow triggers them. In this paper, we offer a phenomenological or ‘personal-level’ account of how it does so. We show how anxious anticipation of one’s own thought contents can generate an experience of their being ‘alien’. It does so by making an experience of thinking more like one of perceiving, resulting in an unfamiliar kind of intentional state. This accounts for a substantial subset of verbal hallucinations, which are experienced as falling within one’s psychological boundaries and lacking in auditory qualities. PMID:26683229

  20. Acting the Intangible: Hints of Politeness in Non-Verbal Form

    ERIC Educational Resources Information Center

    Jumanto, Jumanto; Rizal, Sarif Syamsu; Nugroho, Raden Arief

    2017-01-01

    This review paper has explored politeness in non-verbal form to come to hints for indicating the ideology. Politeness in non-verbal form is researched by reviewing verbal politeness theories through interpretive techniques, and then the data in form of interpreted hints based on the reviews are analyzed by employing a coding technique. The six…

  1. Catch It Low to Prevent It High: Countering Low-Level Verbal Abuse.

    ERIC Educational Resources Information Center

    Goldstein, Arnold P.

    2000-01-01

    Focuses on the low-level aggression of verbal abuse demonstrated by children and adolescents. Describes the teasing, cursing, gossip, and ostracism associated with verbal abuse. Provides strategies for working with youth who are verbally aggressive including, how to reduce verbal maltreatment, how to engage in constructive communication, and ways…

  2. Using Neuroplasticity-Based Auditory Training to Improve Verbal Memory in Schizophrenia

    PubMed Central

    Fisher, Melissa; Holland, Christine; Merzenich, Michael M.; Vinogradov, Sophia

    2009-01-01

    Objective Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Method Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Results Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Conclusions Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach. PMID:19448187

  3. Mathematics as verbal behavior.

    PubMed

    Marr, M Jackson

    2015-04-01

    "Behavior which is effective only through the mediation of other persons has so many distinguishing dynamic and topographical properties that a special treatment is justified and indeed demanded" (Skinner, 1957, p. 2). Skinner's demand for a special treatment of verbal behavior can be extended within that field to domains such as music, poetry, drama, and the topic of this paper: mathematics. For centuries, mathematics has been of special concern to philosophers who have continually argued to the present day about what some deem its "special nature." Two interrelated principal questions have been: (1) Are the subjects of mathematical interest pre-existing in some transcendental realm and thus are "discovered" as one might discover a new planet; and (2) Why is mathematics so effective in the practices of science and engineering even though originally such mathematics was "pure" with applications neither contemplated or even desired? I argue that considering the actual practice of mathematics in its history and in the context of acquired verbal behavior one can address at least some of its apparent mysteries. To this end, I discuss some of the structural and functional features of mathematics including verbal operants, rule-and contingency-modulated behavior, relational frames, the shaping of abstraction, and the development of intuition. How is it possible to understand Nature by properly talking about it? Essentially, it is because nature taught us how to talk. Copyright © 2015 Elsevier B.V. All rights reserved.

  4. Parents' Verbal Communication and Childhood Anxiety: A Systematic Review.

    PubMed

    Percy, Ray; Creswell, Cathy; Garner, Matt; O'Brien, Doireann; Murray, Lynne

    2016-03-01

    Parents' verbal communication to their child, particularly the expression of fear-relevant information (e.g., attributions of threat to the environment), is considered to play a key role in children's fears and anxiety. This review considers the extent to which parental verbal communication is associated with child anxiety by examining research that has employed objective observational methods. Using a systematic search strategy, we identified 15 studies that addressed this question. These studies provided some evidence that particular fear-relevant features of parental verbal communication are associated with child anxiety under certain conditions. However, the scope for drawing reliable, general conclusions was limited by extensive methodological variation between studies, particularly in terms of the features of parental verbal communication examined and the context in which communication took place, how child anxiety was measured, and inconsistent consideration of factors that may moderate the verbal communication-child anxiety relationship. We discuss ways in which future research can contribute to this developing evidence base and reduce further methodological inconsistency so as to inform interventions for children with anxiety problems.

  5. Verbal Neuropsychological Functions in Aphasia: An Integrative Model

    ERIC Educational Resources Information Center

    Vigliecca, Nora Silvana; Báez, Sandra

    2015-01-01

    A theoretical framework which considers the verbal functions of the brain under a multivariate and comprehensive cognitive model was statistically analyzed. A confirmatory factor analysis was performed to verify whether some recognized aphasia constructs can be hierarchically integrated as latent factors from a homogenously verbal test. The Brief…

  6. Non-verbal communication: the importance of listening.

    PubMed

    Kacperek, L

    This article presents the author's personal reflection on how her nursing practice was enhanced as a result of losing her voice. Surprisingly, being unable to speak appeared to improve the nurse/patient relationship. Patients responded positively to a quiet approach and silent communication. Indeed, the skilled use of non-verbal communication through silence, facial expression, touch and closer physical proximity appeared to facilitate active listening, and helped to develop empathy, intuition and presence between the nurse and patient. Quietly 'being with' patients and communicating non-verbally was an effective form of communication. It is suggested that effective communication is dependent on the nurse's ability to listen and utilize non-verbal communication skills. In addition, it is clear that reflection on practical experience can be an important method of uncovering and exploring tacit knowledge in nursing.

  7. Midwives' verbal support of nulliparous women in second-stage labor.

    PubMed

    Borders, Noelle; Wendland, Claire; Haozous, Emily; Leeman, Lawrence; Rogers, Rebecca

    2013-01-01

    To describe how nurse-midwives verbally support nulliparous women during second-stage labor and document specific details of each second stage. Descriptive qualitative study. A university hospital labor and delivery unit in the southwestern United States. Nulliparous women (n = 14) older than age 18 and their attendant midwives (n = 9). A single research midwife observed the entire second stage of each woman and used a standardized data collection form to record spontaneous or directed pushing, position changes, open and closed glottis pushing. A digital audio recorder was employed to capture verbal communication between the midwife and laboring woman. The research midwife and two qualitative experts employed content analysis to analyze the audio transcripts and identify categories of verbal support. Analysis revealed four categories of verbal support: affirmation, information sharing, direction, and baby talk. The vast majority of verbal communication by nurse-midwives consisted of affirmation and information sharing. Nurse-midwives gave direction for specific reasons. Women pushed spontaneously the majority of the time, regardless of epidural use. Nurse-midwives use a range of verbal support strategies to guide the second stage. Directive support was relatively uncommon. Most verbal support instead affirmed a woman's ability to follow her own body's lead in second-stage labor, with or without epidural. © 2013 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

  8. A standard methodology for the analysis, recording, and control of verbal behavior

    PubMed Central

    Drash, Philip W.; Tudor, Roger M.

    1991-01-01

    Lack of a standard methodology has been one of the major obstacles preventing advancement of behavior analytic research in verbal behavior. This article presents a standard method for the analysis, recording, and control of verbal behavior that overcomes several major methodological problems that have hindered operant research in verbal behavior. The system divides all verbal behavior into four functional response classes, correct, error, no response, and inappropriate behavior, from which all vocal responses of a subject may be classified and consequated. The effects of contingencies of reinforcement on verbal operants within each category are made immediately visible to the researcher as changes in frequency of response. Incorporating frequency of response within each category as the unit of response allows both rate and probability of verbal response to be utilized as basic dependent variables. This method makes it possible to record and consequate verbal behavior in essentially the same way as any other operant response. It may also facilitate an experimental investigation of Skinner's verbal response categories. PMID:22477629

  9. Memory integration in amnesia: Prior knowledge supports verbal short-term memory

    PubMed Central

    Race, Elizabeth; Palombo, Daniela J.; Cadden, Margaret; Burke, Keely; Verfaellie, Mieke

    2015-01-01

    Short-term memory (STM) and long-term memory (LTM) have traditionally been considered cognitively distinct. However, it is known that STM can improve when to-be-remembered information appears in contexts that make contact with prior knowledge, suggesting a more interactive relationship between STM and LTM. The current study investigated whether the ability to leverage LTM in support of STM critically depends on the integrity of the hippocampus. Specifically, we investigated whether the hippocampus differentially supports between-domain versus within-domain STM–LTM integration given prior evidence that the representational domain of the elements being integrated in memory is a critical determinant of whether memory performance depends on the hippocampus. In Experiment 1, we investigated hippocampal contributions to within-domain STM–LTM integration by testing whether immediate verbal recall of words improves in MTL amnesic patients when words are presented in familiar verbal contexts (meaningful sentences) compared to unfamiliar verbal contexts (random word lists). Patients demonstrated a robust sentence superiority effect, whereby verbal STM performance improved in familiar compared to unfamiliar verbal contexts, and the magnitude of this effect did not differ from that in controls. In Experiment 2, we investigated hippocampal contributions to between-domain STM–LTM integration by testing whether immediate verbal recall of digits improves in MTL amnesic patients when digits are presented in a familiar visuospatial context (a typical keypad layout) compared to an unfamiliar visuospatial context (a random keypad layout). Immediate verbal recall improved in both patients and controls when digits were presented in the familiar compared to the unfamiliar keypad array, indicating a preserved ability to integrate activated verbal information with stored visuospatial knowledge. Together, these results demonstrate that immediate verbal recall in amnesia can benefit

  10. Non-Verbal Communication in Children with Visual Impairment

    ERIC Educational Resources Information Center

    Mallineni, Sharmila; Nutheti, Rishita; Thangadurai, Shanimole; Thangadurai, Puspha

    2006-01-01

    The aim of this study was to determine: (a) whether children with visual and additional impairments show any non-verbal behaviors, and if so what were the common behaviors; (b) whether two rehabilitation professionals interpreted the non-verbal behaviors similarly; and (c) whether a speech pathologist and a rehabilitation professional interpreted…

  11. Development of Working Memory for Verbal-Spatial Associations

    ERIC Educational Resources Information Center

    Cowan, Nelson; Saults, J. Scott; Morey, Candice C.

    2006-01-01

    Verbal-to-spatial associations in working memory may index a core capacity for abstract information limited in the amount concurrently retained. However, what look like associative, abstract representations could instead reflect verbal and spatial codes held separately and then used in parallel. We investigated this issue in two experiments on…

  12. Effects of parental verbal aggression on children's self-esteem and school marks.

    PubMed

    Solomon, C R; Serres, F

    1999-04-01

    The aim of the study was to distinguish the effects of verbal aggression from those of physical aggression and investigate whether parental verbal violence has negative effects on children's self-esteem and academic achievements. One hundred and forty-four 10-year-old children completed the Harter Self-perception Profile for Children questionnaire and a questionnaire concerning their mothers' and fathers' verbal aggression towards them and their use of physical punishment. The researchers used school records to obtain the subjects' marks in French (their native language) and Mathematics. Six children had never been the targets of either verbal aggression or physical punishment. Thirty-four children had been subjected to both types of aggression. Verbal aggression alone was found to be in significant negative correlation with three of six components of self-esteem. Verbal aggression alone was also found to be in significant negative correlation with French marks. In addition children who had been subject to greater verbal aggression had lower self-esteem and lower marks in French than children who had been subject to lesser verbal aggression. They were also significantly negatively affected in a fourth component of self-esteem. Parental verbal aggression alone as separate and distinct from physical punishment contributes to lowering children's self-esteem and school achievements. Given the extent of the use of verbal aggression by ordinary parents the authors suggested a need for parent education on the topic of positive methods of child rearing.

  13. The impact of the teachers' non-verbal communication on success in teaching.

    PubMed

    Bambaeeroo, Fatemeh; Shokrpour, Nasrin

    2017-04-01

    Non-verbal communication skills, also called sign language or silent language, include all behaviors performed in the presence of others or perceived either consciously or unconsciously. The main aim of this review article was to determine the effect of the teachers' non-verbal communication on success in teaching using the findings of the studies conducted on the relationship between quality of teaching and the teachers' use of non-verbal communication and also its impact on success in teaching. Considering the research method, i.e. a review article, we searched for all articles in this field using key words such as success in teaching, verbal communication and non-verbal communication. In this study, we did not encode the articles. The results of this revealed that there was a strong relationship among the quality, amount and the method of using non-verbal communication by teachers while teaching. Based on the findings of the studies reviewed, it was found that the more the teachers used verbal and non-verbal communication, the more efficacious their education and the students' academic progress were. Under non-verbal communication, some other patterns were used. For example, emotive, team work, supportive, imaginative, purposive, and balanced communication using speech, body, and pictures all have been effective in students' learning and academic success. The teachers' attention to the students' non-verbal reactions and arranging the syllabus considering the students' mood and readiness have been emphasized in the studies reviewed. It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students' mood. Non-verbal communication is highly reliable in the communication process, so if the recipient of a message is between two contradictory verbal and nonverbal messages, logic dictates that we push him toward the non-verbal message and ask him to pay more attention to non-verbal than verbal messages because non-verbal

  14. The Effects of Musical Training on Verbal Memory

    ERIC Educational Resources Information Center

    Franklin, Michael S.; Moore, Katherine Sledge; Yip, Chun-Yu; Jonides, John; Rattray, Katie; Moher, Jeff

    2008-01-01

    A number of studies suggest a link between musical training and general cognitive abilities. Despite some positive results, there is disagreement about which abilities are improved. One line of research leads to the hypothesis that verbal abilities in general, and verbal memory in particular, are related to musical training. In the present…

  15. On the applied implications of the "verbal overshadowing effect".

    PubMed

    Mickes, Laura; Wixted, John T

    2015-05-01

    Schooler and Engstler-Schooler (1990) found that participants who wrote out a description of the perpetrator's face after watching a simulated crime video were subsequently less likely to identify that perpetrator from a photo lineup compared to participants in a control condition (i.e., the correct ID rate was reduced). The first registered replication report in Perspectives on Psychological Science confirmed this verbal overshadowing effect (Alogna et al., 2014). Does this result indicate a reduced ability to recognize the person who was verbally described, or does it instead reflect more conservative responding? The answer depends on the still unknown likelihood of identifying an innocent suspect from a lineup (the false ID rate). Assuming the reduced correct ID rate does reflect memory impairment, should the legal system be advised to give less weight to a suspect identification if the witness previously provided a verbal description of the perpetrator? Intuitively, the answer is "yes," but without knowing the false ID rate, it is unclear if a suspect identification following a verbal description should be given less weight or more weight. This is true even if the correct and false ID rates show that verbal descriptions impair memory. In our view, psychologists should withhold giving advice to the legal system about the effect of verbal descriptions on suspect identifications until the issue is investigated by including lineups that contain an innocent suspect. © The Author(s) 2015.

  16. Verbal Ability and Persistent Offending: A Race-Specific Test of Moffitt's Theory

    PubMed Central

    Bellair, Paul E.; McNulty, Thomas L.; Piquero, Alex R.

    2014-01-01

    Theoretical questions linger over the applicability of the verbal ability model to African Americans and the social control theory hypothesis that educational failure mediates the effect of verbal ability on offending patterns. Accordingly, this paper investigates whether verbal ability distinguishes between offending groups within the context of Moffitt's developmental taxonomy. Questions are addressed with longitudinal data spanning childhood through young-adulthood from an ongoing national panel, and multinomial and hierarchical Poisson models (over-dispersed). In multinomial models, low verbal ability predicts membership in a life-course-persistent-oriented group relative to an adolescent-limited-oriented group. Hierarchical models indicate that verbal ability is associated with arrest outcomes among White and African American subjects, with effects consistently operating through educational attainment (high school dropout). The results support Moffitt's hypothesis that verbal deficits distinguish adolescent-limited- and life-course-persistent-oriented groups within race as well as the social control model of verbal ability. PMID:26924885

  17. Nonspecific Verbal Cues Alleviate Forgetting by Young Children

    ERIC Educational Resources Information Center

    Morgan, Kirstie; Hayne, Harlene

    2007-01-01

    Verbal reminders play a pervasive role in memory retrieval by human adults. In fact, relatively nonspecific verbal information (e.g. "Remember the last time we ate at that restaurant?") will often cue vivid recollections of a past event even when presented outside the original encoding context. Although research has shown that memory retrieval by…

  18. A Description of Teacher Behavior: Verbal and Nonverbal.

    ERIC Educational Resources Information Center

    French, Russell L.; Galloway, Charles M.

    Because of the need to describe and analyze nonverbal as well as verbal classroom interaction, an attempt has been made to develop an observational system of complete behavioral analysis using the Flanders system as a base. Each of the 10 Flanders verbal categories (based on direct and indirect teacher influence) is combined with relevant…

  19. Interference with olfactory memory by visual and verbal tasks.

    PubMed

    Annett, J M; Cook, N M; Leslie, J C

    1995-06-01

    It has been claimed that olfactory memory is distinct from memory in other modalities. This study investigated the effectiveness of visual and verbal tasks in interfering with olfactory memory and included methodological changes from other recent studies. Subjects were allocated to one of four experimental conditions involving interference tasks [no interference task; visual task; verbal task; visual-plus-verbal task] and presented 15 target odours. Either recognition of the odours or free recall of the odour names was tested on one occasion, either within 15 minutes of presentation or one week later. Recognition and recall performance both showed effects of interference of visual and verbal tasks but there was no effect for time of testing. While the results may be accommodated within a dual coding framework, further work is indicated to resolve theoretical issues relating to task complexity.

  20. Descriptive study of the Socratic method: evidence for verbal shaping.

    PubMed

    Calero-Elvira, Ana; Froján-Parga, María Xesús; Ruiz-Sancho, Elena María; Alpañés-Freitag, Manuel

    2013-12-01

    In this study we analyzed 65 fragments of session recordings in which a cognitive behavioral therapist employed the Socratic method with her patients. Specialized coding instruments were used to categorize the verbal behavior of the psychologist and the patients. First the fragments were classified as more or less successful depending on the overall degree of concordance between the patient's verbal behavior and the therapeutic objectives. Then the fragments were submitted to sequential analysis so as to discover regularities linking the patient's verbal behavior and the therapist's responses to it. Important differences between the more and the less successful fragments involved the therapist's approval or disapproval of verbalizations that approximated therapeutic goals. These approvals and disapprovals were associated with increases and decreases, respectively, in the patient's behavior. These results are consistent with the existence, in this particular case, of a process of shaping through which the therapist modifies the patient's verbal behavior in the overall direction of his or her chosen therapeutic objectives. © 2013.

  1. Midwives’ Verbal Support of Nulliparous Women in Second Stage Labor

    PubMed Central

    Borders, Noelle; Wendland, Claire; Haozous, Emily; Leeman, Lawrence; Rogers, Rebecca

    2013-01-01

    Objective To describe how nurse-midwives verbally support nulliparous women during second stage labor and document specific details of each second stage. Design Descriptive qualitative study. Setting A university hospital labor and delivery unit in the southwestern United States. Participants Nulliparous women (N=14) greater than 18 years of age and their attendant midwives (N=9). Methods A single research midwife observed the entire second stage of each woman and used a standardized data collection form to record spontaneous or directed pushing, position changes, open and closed glottis pushing. A digital audio recorder was employed to capture verbal communication between the midwife and laboring woman. The research midwife and two qualitative experts employed content analysis to analyze the audio transcripts and identify categories of verbal support. Results Analysis revealed four categories of verbal support: affirmation, information sharing, direction, and baby talk. The vast majority of verbal communication by nurse-midwives consisted of affirmation and information sharing. Nurse-midwives gave direction for specific reasons. Women pushed spontaneously the majority of the time, regardless of epidural use. Conclusion Nurse-midwives use a range of verbal support strategies to guide the second stage. Directive support was relatively uncommon. Most verbal support instead affirmed a woman’s ability to follow her own body’s lead in second stage labor, with or without epidural. Callouts Our study provides evidence on how nurse-midwives verbally support nulliparous women while they push. Nurse-midwives utilized mostly affirmation and information sharing in their support of women during second stage, regardless of epidural use. Spontaneous pushing and epidural anesthesia are compatible, especially if the woman labors down and feels the urge to push prior to initiating active pushing. PMID:23600405

  2. Communication Growth in Minimally Verbal Children with Autism

    ERIC Educational Resources Information Center

    Mucchetti, Charlotte Alcestis

    2013-01-01

    Very little is known about language and communication development in minimally verbal children with autism, especially those who remain minimally verbal past the age of five. This population is rarely reported on in research and although there is evidence that some children do learn to speak after the age of five, we lack information on the course…

  3. The impact of the teachers’ non-verbal communication on success in teaching

    PubMed Central

    BAMBAEEROO, FATEMEH; SHOKRPOUR, NASRIN

    2017-01-01

    Introduction: Non-verbal communication skills, also called sign language or silent language, include all behaviors performed in the presence of others or perceived either consciously or unconsciously. The main aim of this review article was to determine the effect of the teachers’ non-verbal communication on success in teaching using the findings of the studies conducted on the relationship between quality of teaching and the teachers’ use of non-verbal communication and also its impact on success in teaching. Methods: Considering the research method, i.e. a review article, we searched for all articles in this field using key words such as success in teaching, verbal communication and non-verbal communication. In this study, we did not encode the articles. Results: The results of this revealed that there was a strong relationship among the quality, amount and the method of using non-verbal communication by teachers while teaching. Based on the findings of the studies reviewed, it was found that the more the teachers used verbal and non-verbal communication, the more efficacious their education and the students’ academic progress were. Under non-verbal communication, some other patterns were used. For example, emotive, team work, supportive, imaginative, purposive, and balanced communication using speech, body, and pictures all have been effective in students’ learning and academic success. The teachers’ attention to the students’ non-verbal reactions and arranging the syllabus considering the students’ mood and readiness have been emphasized in the studies reviewed. Conclusion: It was concluded that if this skill is practiced by teachers, it will have a positive and profound effect on the students’ mood. Non-verbal communication is highly reliable in the communication process, so if the recipient of a message is between two contradictory verbal and nonverbal messages, logic dictates that we push him toward the non-verbal message and ask him to pay

  4. Social Psychological Characteristics Associated with Verbal Aggression between Husbands and Wives.

    ERIC Educational Resources Information Center

    Straus, Murray A.; Sweet, Stephen

    The last decade has provided considerable research on the causes and effects of physical aggression in the family, but much less has been accomplished on the causes and effects of verbal/symbolic aggression. This verbal/symbolic aggression is defined as a communication, either verbal or nonverbal, intended to cause psychological pain to another…

  5. Notetaking, Verbal Aptitude, & Listening Span: Factors Involved in Learning from Lectures.

    ERIC Educational Resources Information Center

    Walbaum, Sharlene D.

    Three variables (verbal aptitude, listening ability, and notetaking) that may mediate how much college students learn from a lecture were studied. Verbal aptitude was operationalized as a Verbal Scholastic Aptitude Test (VSAT) score. Listening ability was measured as the score on an auditory short-term memory task, using the serial running memory…

  6. Memory integration in amnesia: prior knowledge supports verbal short-term memory.

    PubMed

    Race, Elizabeth; Palombo, Daniela J; Cadden, Margaret; Burke, Keely; Verfaellie, Mieke

    2015-04-01

    Short-term memory (STM) and long-term memory (LTM) have traditionally been considered cognitively distinct. However, it is known that STM can improve when to-be-remembered information appears in contexts that make contact with prior knowledge, suggesting a more interactive relationship between STM and LTM. The current study investigated whether the ability to leverage LTM in support of STM critically depends on the integrity of the hippocampus. Specifically, we investigated whether the hippocampus differentially supports between-domain versus within-domain STM-LTM integration given prior evidence that the representational domain of the elements being integrated in memory is a critical determinant of whether memory performance depends on the hippocampus. In Experiment 1, we investigated hippocampal contributions to within-domain STM-LTM integration by testing whether immediate verbal recall of words improves in MTL amnesic patients when words are presented in familiar verbal contexts (meaningful sentences) compared to unfamiliar verbal contexts (random word lists). Patients demonstrated a robust sentence superiority effect, whereby verbal STM performance improved in familiar compared to unfamiliar verbal contexts, and the magnitude of this effect did not differ from that in controls. In Experiment 2, we investigated hippocampal contributions to between-domain STM-LTM integration by testing whether immediate verbal recall of digits improves in MTL amnesic patients when digits are presented in a familiar visuospatial context (a typical keypad layout) compared to an unfamiliar visuospatial context (a random keypad layout). Immediate verbal recall improved in both patients and controls when digits were presented in the familiar compared to the unfamiliar keypad array, indicating a preserved ability to integrate activated verbal information with stored visuospatial knowledge. Together, these results demonstrate that immediate verbal recall in amnesia can benefit from two

  7. Recall is not necessary for verbal sequence learning.

    PubMed

    Kalm, Kristjan; Norris, Dennis

    2016-01-01

    The question of whether overt recall of to-be-remembered material accelerates learning is important in a wide range of real-world learning settings. In the case of verbal sequence learning, previous research has proposed that recall either is necessary for verbal sequence learning (Cohen & Johansson Journal of Verbal Learning and Verbal Behavior, 6, 139-143, 1967; Cunningham, Healy, & Williams Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 575-597, 1984), or at least contributes significantly to it (Glass, Krejci, & Goldman Journal of Memory and Language, 28, 189-199, 1989; Oberauer & Meyer Memory, 17, 774-781, 2009). In contrast, here we show that the amount of previous spoken recall does not predict learning and is not necessary for it. We suggest that previous research may have underestimated participants' learning by using suboptimal performance measures, or by using manual or written recall. However, we show that the amount of spoken recall predicted how much interference from other to-be-remembered sequences would be observed. In fact, spoken recall mediated most of the error learning observed in the task. Our data support the view that the learning of overlapping auditory-verbal sequences is driven by learning the phonological representations and not the articulatory motor responses. However, spoken recall seems to reinforce already learned representations, whether they are correct or incorrect, thus contributing to a participant identifying a specific stimulus as either "learned" or "new" during the presentation phase.

  8. Skinner's verbal behavior, Chomsky's review, and mentalism.

    PubMed Central

    Stemmer, N

    1990-01-01

    Skinner's Verbal Behavior (1957) is a comprehensive treatise that deals with most aspects of verbal behavior. However, its treatment of the learning of grammatical behavior has been challenged repeatedly (e.g., Chomsky, 1959). The present paper will attempt to show that the learning of grammar and syntax can be dealt with adequately within a behavior-analytic framework. There is no need to adopt mentalist (or cognitivist) positions or to add mentalist elements to behaviorist theories. PMID:2103585

  9. Physical and verbal workplace violence against nurses in Jordan.

    PubMed

    Al-Omari, H

    2015-03-01

    To explore the prevalence of physical and verbal workplace violence among nurses working in general hospitals in Jordan, and to investigate the relation between physical violence, verbal violence, anxiety about violence, and some certain demographic variables. Violence against nurses at the workplace is an alarming problem in both developed and developing countries. This study explicates physical and psychological workplace violence and its relation to anxiety about violence at workplace and to some demographic variables. A cross-sectional correlational study was conducted on a convenience sample of nurses working in general hospitals in Jordan. A total of 468 nurses completed the questionnaire, 52.8% of the participants reported that they were physically attacked, and 67.8% were verbally attacked in the last 12 months. Of those who were physically attacked, 26.5% reported a physical violence with a weapon. The logistic regression analysis revealed that female nurses were 0.5 times less likely to report being physically attacked and were 1.5 times more likely to report being verbally abused than male nurses. Violence against nurses is highly prevalent in Jordan. More than half of the participants were victims of violence at their workplace during the last year. Verbal abuse was more common among females than males. Nurses are in the frontline of the healthcare system and their safety is a high priority. They need to be involved in the development and formulation of workplace violence policy decisions. Physical and verbal workplace violence in Jordan, like other countries, is a dangerous behavior that negatively affects general hospital nurses. © 2015 International Council of Nurses.

  10. Sex differences in episodic memory: the impact of verbal and visuospatial ability.

    PubMed

    Herlitz, A; Airaksinen, E; Nordström, E

    1999-10-01

    The impact of verbal and visuospatial ability on sex differences in episodic memory was investigated. One hundred men and 100 women, 2040 years old, participated in a series of verbal and visuospatial tasks. Episodic memory was assessed in tasks that, to a greater or lesser extent, were verbal or visuospatial in nature. Results showed that women excelled in verbal production tasks and that men performed at a superior level on a mental rotation task. In addition, women tended to perform at a higher level than men on most episodic memory tasks. Taken together, the results demonstrated that (a) women perform at a higher level than men on most verbal episodic memory tasks and on some episodic memory tasks with a visuospatial component, and (b) women's higher performance on episodic memory tasks cannot fully be explained by their superior performance on verbal production tasks.

  11. A pilot study to test an intervention for dealing with verbal aggression.

    PubMed

    McLaughlin, Sue; Bonner, Gwen; Mboche, Catherine; Fairlie, Trish

    Verbal aggression has been defined as communication with an intention to harm an individual through words, tone or manner, regardless of whether harm occurs. It includes verbal threat to harm, ridicule, openly hostile remarks, unjust persistent criticism, shouting or yelling insults, as well as more covert actions such as spreading hurtful rumours (Cox, 1987; Farrell et al, 2006). Receiving verbal aggression from a patient has been closely associated with psychological distress which may negatively affect work performance. A verbal aggression work book was developed to help nursing staff to deal with verbal aggression from patients in clinical practice. This was piloted over a six-week period with 18 nurses working on one acute psychiatric inpatient ward. Findings revealed that the intervention had some promising effects. However, much more attention needs to be paid to changing attitudes towards verbal aggression.

  12. Guidelines for Teaching Non-Verbal Communications Through Visual Media

    ERIC Educational Resources Information Center

    Kundu, Mahima Ranjan

    1976-01-01

    There is a natural unique relationship between non-verbal communication and visual media such as television and film. Visual media will have to be used extensively--almost exclusively--in teaching non-verbal communications, as well as other methods requiring special teaching skills. (Author/ER)

  13. [Brain mapping in verbal and spatial thinking].

    PubMed

    Ivanitskiĭ, A M; Portnova, G V; Martynova, O V; Maĭorova, L A; Fedina, O N; Petrushevskiĭ, A G

    2013-01-01

    The goal of this study was to describe the topography of the active cortical areas and subcortical structuresin verbal and spatial thinking. The method of functional magnetic resonance imaging (fMRI) was used. 18 right-handed subjects participated in the study. Four types of tasks were presented: two experimental tasks--verbal (anagram) and spatial (search for a piece to complement a square), and two types of control tasks (written words and a spatial task, where all the pieces are identical). In solving verbal tasks the greater volume of activation was observed in the left hemisphere involving Broca's area, while the right middle frontal gyrus was activated in solving the spatial tasks. For occipital region an activation of the visual field 18 was more explicitin solving spatial problems, while the solution of anagrams caused an activation of the field 19 associated with higher levels of visual processing. The cerebellum was active bilaterally in both tasks with predominance in the second. The obtained fMRI data indicate that the verbal and spatial types of thinking are provided by an activation of narrow specific sets of brain structures, while the previous electrophysiological studies indicate the distributed nature of the brain processes in thinking. Combining these two approaches, it can be concluded that cognitive functions are supported by the systemic brain processes with a distinct location of the particular salient structures.

  14. Workplace violence. A focus on verbal abuse and intent to leave the organization.

    PubMed

    Sofield, Laura; Salmond, Susan W

    2003-01-01

    To describe the experience of verbal abuse in a large multihospital system and determine the relationship of verbal abuse with intent to leave the organization. Descriptive correlational design using mailed questionnaires. Randomized sample of 1000 nurses received questionnaire; 46% response rate, with a final useable sample of 461 surveys. Of the respondents, 91% had experienced verbal abuse in the past month. The physician was the most frequent source of verbal abuse, followed by patients, patient families, peers, supervisors, and subordinates. More than 50% of the sample did not feel competent in responding to verbal abuse. Amount of abuse and intent to leave were significantly related (r = .211, p < .01). Organizations must adopt zero-tolerance policies for professional verbal abuse. Education and coaching are needed to help nurses to improve their skills when responding to patient-to-nurse and professional-to-professional verbal abuse.

  15. Ecstasy exposure & gender: examining components of verbal memory functioning.

    PubMed

    Price, Jenessa S; Shear, Paula; Lisdahl, Krista M

    2014-01-01

    Studies have demonstrated verbal memory deficits associated with past year ecstasy use, although specific underlying components of these deficits are less understood. Further, prior research suggests potential gender differences in ecstasy-induced serotonergic changes. Therefore, the current study investigated whether gender moderated the relationship between ecstasy exposure and components of verbal memory after controlling for polydrug use and confounding variables. Data were collected from 65 polydrug users with a wide range of ecstasy exposure (ages 18-35; 48 ecstasy and 17 marijuana users; 0-2310 ecstasy tablets). Participants completed a verbal learning and memory task, psychological questionnaires, and a drug use interview. Increased past year ecstasy exposure predicted poorer short and long delayed free and cued recalls, retention, and recall discrimination. Male ecstasy users were more susceptible to dose-dependent deficits in retention than female users. Past year ecstasy consumption was associated with verbal memory retrieval, retention, and discrimination deficits in a dose-dependent manner in a sample of healthy young adult polydrug users. Male ecstasy users were at particular risk for deficits in retention following a long delay. Gender difference may be reflective of different patterns of polydrug use as well as increased hippocampal sensitivity. Future research examining neuronal correlates of verbal memory deficits in ecstasy users are needed.

  16. Visual and Verbal Learning Deficits in Veterans with Alcohol and Substance Use Disorders

    PubMed Central

    Bell, Morris D.; Vissicchio, Nicholas A.; Weinstein, Andrea J.

    2015-01-01

    Background This study examined visual and verbal learning in the early phase of recovery for 48 Veterans with alcohol use (AUD) and substance use disorders (SUD, primarily cocaine and opiate abusers). Previous studies have demonstrated visual and verbal learning deficits in AUD, however little is known about the differences between AUD and SUD on these domains. Since the DSM-5 specifically identifies problems with learning in AUD and not in SUD, and problems with visual and verbal learning have been more prevalent in the literature for AUD than SUD, we predicted that people with AUD would be more impaired on measures of visual and verbal learning than people with SUD. Methods: Participants were enrolled in a comprehensive rehabilitation program and were assessed within the first 5 weeks of abstinence. Verbal learning was measured using the Hopkins Verbal Learning Test (HVLT) and visual learning was assessed using the Brief Visuospatial Memory Test (BVMT). Results Results indicated significantly greater decline in verbal learning on the HVLT across the three learning trials for AUD participants but not for SUD participants (F=4.653, df =48, p=.036). Visual learning was less impaired than verbal learning across learning trials for both diagnostic groups (F=0.197, df=48, p=.674); there was no significant difference between groups on visual learning (F=0.401, df=14, p=.538). Discussion Older Veterans in the early phase of recovery from AUD may have difficulty learning new verbal information. Deficits in verbal learning may reduce the effectiveness of verbally-based interventions such as psycho-education. PMID:26684868

  17. Visual and verbal learning deficits in Veterans with alcohol and substance use disorders.

    PubMed

    Bell, Morris D; Vissicchio, Nicholas A; Weinstein, Andrea J

    2016-02-01

    This study examined visual and verbal learning in the early phase of recovery for 48 Veterans with alcohol use (AUD) and substance use disorders (SUD, primarily cocaine and opiate abusers). Previous studies have demonstrated visual and verbal learning deficits in AUD, however little is known about the differences between AUD and SUD on these domains. Since the DSM-5 specifically identifies problems with learning in AUD and not in SUD, and problems with visual and verbal learning have been more prevalent in the literature for AUD than SUD, we predicted that people with AUD would be more impaired on measures of visual and verbal learning than people with SUD. Participants were enrolled in a comprehensive rehabilitation program and were assessed within the first 5 weeks of abstinence. Verbal learning was measured using the Hopkins Verbal Learning Test (HVLT) and visual learning was assessed using the Brief Visuospatial Memory Test (BVMT). Results indicated significantly greater decline in verbal learning on the HVLT across the three learning trials for AUD participants but not for SUD participants (F=4.653, df=48, p=0.036). Visual learning was less impaired than verbal learning across learning trials for both diagnostic groups (F=0.197, df=48, p=0.674); there was no significant difference between groups on visual learning (F=0.401, df=14, p=0.538). Older Veterans in the early phase of recovery from AUD may have difficulty learning new verbal information. Deficits in verbal learning may reduce the effectiveness of verbally-based interventions such as psycho-education. Published by Elsevier Ireland Ltd.

  18. Verbal redundancy aids memory for filmed entertainment dialogue.

    PubMed

    Hinkin, Michael P; Harris, Richard J; Miranda, Andrew T

    2014-01-01

    Three studies investigated the effects of presentation modality and redundancy of verbal content on recognition memory for entertainment film dialogue. U.S. participants watched two brief movie clips and afterward answered multiple-choice questions about information from the dialogue. Experiment 1 compared recognition memory for spoken dialogue in the native language (English) with subtitles in English, French, or no subtitles. Experiment 2 compared memory for material in English subtitles with spoken dialogue in English, French, or no sound. Experiment 3 examined three control conditions with no spoken or captioned material in the native language. All participants watched the same video clips and answered the same questions. Performance was consistently good whenever English dialogue appeared in either the subtitles or sound, and best of all when it appeared in both, supporting the facilitation of verbal redundancy. Performance was also better when English was only in the subtitles than when it was only spoken. Unexpectedly, sound or subtitles in an unfamiliar language (French) modestly improved performance, as long as there was also a familiar channel. Results extend multimedia research on verbal redundancy for expository material to verbal information in entertainment media.

  19. Emergent Verbal Behavior and Analogy: Skinnerian and Linguistic Approaches

    PubMed Central

    Matos, Maria Amelia; de Lourdes Passos, Maria

    2010-01-01

    The production of verbal operants not previously taught is an important aspect of language productivity. For Skinner, new mands, tacts, and autoclitics result from the recombination of verbal operants. The relation between these mands, tacts, and autoclitics is what linguists call analogy, a grammatical pattern that serves as a foundation on which a speaker might emit new linguistic forms. Analogy appears in linguistics as a regularity principle that characterizes language and has been related to how languages change and also to creativity. The approaches of neogrammarians like Hermann Paul, as well as those of Jespersen and Bloomfield, appear to have influenced Skinner's understanding of verbal creativity. Generalization and stimulus equivalence are behavioral processes related to the generative grammatical behavior described in the analogy model. Linguistic forms and grammatical patterns described in analogy are part of the contingencies of reinforcement that produce generalization and stimulus equivalence. The analysis of verbal behavior needs linguistic analyses of the constituents of linguistic forms and their combination patterns. PMID:22479127

  20. From SOLER to SURETY for effective non-verbal communication.

    PubMed

    Stickley, Theodore

    2011-11-01

    This paper critiques the model for non-verbal communication referred to as SOLER (which stands for: "Sit squarely"; "Open posture"; "Lean towards the other"; "Eye contact; "Relax"). It has been approximately thirty years since Egan (1975) introduced his acronym SOLER as an aid for teaching and learning about non-verbal communication. There is evidence that the SOLER framework has been widely used in nurse education with little published critical appraisal. A new acronym that might be appropriate for non-verbal communication skills training and education is proposed and this is SURETY (which stands for "Sit at an angle"; "Uncross legs and arms"; "Relax"; "Eye contact"; "Touch"; "Your intuition"). The proposed model advances the SOLER model by including the use of touch and the importance of individual intuition is emphasised. The model encourages student nurse educators to also think about therapeutic space when they teach skills of non-verbal communication. Copyright © 2011 Elsevier Ltd. All rights reserved.

  1. Verbal recall and recognition in twins discordant for schizophrenia

    PubMed Central

    van Erp, Theo G.M.; Therman, Sebastian; Pirkola, Tiia; Tuulio-Henriksson, Annamari; Glahn, David C.; Bachman, Peter; Huttunen, Matti O.; Lönnqvist, Jouko; Hietanen, Marja; Kaprio, Jaakko; Koskenvuo, Markku; Cannon, Tyrone D.

    2008-01-01

    The nature, neural underpinnings, and etiology of deficits in verbal declarative memory in patients with schizophrenia remain unclear. To examine the contributions of genes and environment to verbal recall and recognition performance in this disorder, the California Verbal Learning Test was administered to a large population-based Finnish twin sample, which included schizophrenic and schizoaffective patients, their non-ill monozygotic (MZ) and dizygotic (DZ) co-twins, and healthy control twins. Compared with controls, patients and their co-twins showed relatively greater performance deficits on free recall compared with recognition. Intra-pair differences between patients and their non-ill co-twins in hippocampal volume and memory performance were highly positively correlated. These findings are consistent with the view that genetic influences are associated with reduced verbal recall in schizophrenia, but that non-genetic influences further compromise these abnormalities in patients who manifest the full-blown schizophrenia phenotype, with this additional degree of disease-related declarative memory deficit mediated in part by hippocampal pathology. PMID:18442861

  2. Syntactic Dependencies and Verbal Inflection: Complementisers and Verbal Forms in Standard Arabic

    ERIC Educational Resources Information Center

    Saeed, Feras

    2015-01-01

    This paper investigates the syntactic dependency between complementisers and verbal forms in Standard Arabic and provides a new analysis of this dependency. The imperfective verb in this language surfaces with three different forms, where each form is indicated by a different suffixal marker attached to the end of the verb as (-u), (-a), or (-Ø).…

  3. Anomia-Pathological Verbal Dominance. Agnosic Behavior in Anomia: A Case of Pathological Verbal Dominance

    ERIC Educational Resources Information Center

    McGlannan, Frances, Ed.

    1975-01-01

    Summarized are three articles concerned with research on neurological aspects of learning disabilities entitled "Anomia-A Case of Pathological Verbal Dominance;""Brain--Right Hemisphere--Man's So Called 'Minor Hemisphere;""Neurology-A Special Neurological Examination of Children with Learning Disabilities". (DB)

  4. Hemispheric lateralization of verbal and spatial working memory during adolescence

    PubMed Central

    Nagel, Bonnie J.; Herting, Megan M.; Maxwell, Emily C.; Bruno, Richard; Fair, Damien

    2013-01-01

    Adult functional magnetic resonance imaging (fMRI) literature suggests that a left-right hemispheric dissociation may exist between verbal and spatial working memory (WM), respectively. However, investigation of this type has been obscured by incomparable verbal and spatial WM tasks and/or visual inspection at arbitrary thresholds as means to assess lateralization. Furthermore, it is unclear whether this hemispheric lateralization is present during adolescence, a time in which WM skills are improving, and whether there is a developmental association with laterality of brain functioning. This study used comparable verbal and spatial WM n-back tasks during fMRI and a bootstrap analysis approach to calculate lateralization indices (LI) across several thresholds to examine the potential of a left-right WM hemispheric dissociation in healthy adolescents. We found significant left hemispheric lateralization for verbal WM, most notably in the frontal and parietal lobes, as well as right hemisphere lateralization for spatial WM, seen in frontal and temporal cortices. Although no significant relationships were observed between LI and age or LI and performance, significant age-related patterns of brain activity were demonstrated during both verbal and spatial WM. Specifically, increased adolescent age was associated with less activity in the default mode brain network during verbal WM. In contrast, increased adolescent age was associated with greater activity in task-positive posterior parietal cortex during spatial working memory. Our findings highlight the importance of utilizing non-biased statistical methods and comparable tasks for determining patterns of functional lateralization. Our findings also suggest that, while a left-right hemispheric dissociation of verbal and spatial WM is apparent by early adolescence, age-related changes in functional activation during WM are also present. PMID:23511846

  5. Poor supplementary motor area activation differentiates auditory verbal hallucination from imagining the hallucination☆

    PubMed Central

    Raij, Tuukka T.; Riekki, Tapani J.J.

    2012-01-01

    Neuronal underpinnings of auditory verbal hallucination remain poorly understood. One suggested mechanism is brain activation that is similar to verbal imagery but occurs without the proper activation of the neuronal systems that are required to tag the origins of verbal imagery in one's mind. Such neuronal systems involve the supplementary motor area. The supplementary motor area has been associated with awareness of intention to make a hand movement, but whether this region is related to the sense of ownership of one's verbal thought remains poorly known. We hypothesized that the supplementary motor area is related to the distinction between one's own mental processing (auditory verbal imagery) and similar processing that is attributed to non-self author (auditory verbal hallucination). To test this hypothesis, we asked patients to signal the onset and offset of their auditory verbal hallucinations during functional magnetic resonance imaging. During non-hallucination periods, we asked the same patients to imagine the hallucination they had previously experienced. In addition, healthy control subjects signaled the onset and offset of self-paced imagery of similar voices. Both hallucinations and the imagery of hallucinations were associated with similar activation strengths of the fronto-temporal language-related circuitries, but the supplementary motor area was activated more strongly during the imagery than during hallucination. These findings suggest that auditory verbal hallucination resembles verbal imagery in language processing, but without the involvement of the supplementary motor area, which may subserve the sense of ownership of one's own verbal imagery. PMID:24179739

  6. Enhancing the Assessment of Verbal Aggression through Observational Methodology

    ERIC Educational Resources Information Center

    van Dulmen, Manfred H. M.; Mata, Andrea D.; Klipfel, Katherine M.

    2012-01-01

    The assessment of verbal aggression in adolescent and young adult dating relationships has largely relied on self-report methodology. We investigated whether information on verbal aggression derived from an observational assessment would enhance the prediction of romantic relationship satisfaction and dissolution in a sample of young adult dating…

  7. Comparison of Verbal Responses of Rogers, Shostrom, and Lazarus.

    ERIC Educational Resources Information Center

    Lee, Dong Yul; Uhlemann, Max R.

    1984-01-01

    Analyzed transcripts of films of three leading psychologists (Rogers, Shostrom, and Lazarus), each conducting an initial interview with the same client, according to the revised version of the Hill Counselor Verbal Response Category System. Differences in verbal behavior seemed to correspond with the three counselors' theoretical positions. (JAC)

  8. Spatial versus verbal memory impairments in patients with fibromyalgia.

    PubMed

    Kim, Seong-Ho; Kim, Sang-Hyon; Kim, Seong-Kyu; Nam, Eun Jung; Han, Seung Woo; Lee, Seung Jae

    2012-05-01

    Mounting evidence suggests that individuals with fibromyalgia (FM) have impairments in general cognitive functions. However, few studies have explored the possibility of dissociation between verbal and visuospatial memory impairments in FM. Therefore, the purpose of this study was to investigate the asymmetrical impairment of cognitive functions between verbal and visuospatial memory and between short-term and long-term memory. Neuropsychological assessments were carried out on 23 female patients with FM and 24 healthy female controls. Verbal memory abilities were assessed using the Korean version of the Rey auditory verbal learning test (KAVLT) and digit span task, and visuospatial memory abilities were assessed using the Korean version of the Rey complex figure test (KCFT) and spatial span task. The analysis of covariance was used to assess group differences in performance on cognitive tests after controlling for depression. The two groups did not significantly differ in terms of age, years of education, or in their estimated verbal and performance IQ, but FM patients reported more severe depressive symptoms than did controls on the Beck depression inventory. Significant group differences were found in immediate and delayed recall on the KCFT (F (1,44) = 6.49, p = 0.014 and F (1,44) = 6.96, p = 0.011, respectively), whereas no difference was found in immediate and delayed recall on the KAVLT. In terms of short-term memory, neither the digit span task nor spatial span task showed any difference between groups, regardless of whether repetition was forward or backward. These findings suggest that spatial memory abilities may be more impaired than verbal memory abilities in patients with FM.

  9. Sleep Shelters Verbal Memory from Different Kinds of Interference

    PubMed Central

    Sheth, Bhavin R.; Varghese, Reni; Truong, Thuy

    2012-01-01

    Study Objectives: Studies have shown that sleep shelters old verbal memories from associative interference arising from new, more recently acquired memories. Our objective is to extend the forms of interference for which sleep provides a sheltering benefit to non-associative and prospective interference, and to examine experimental conditions and memory strengths for which sleep before or after learning particularly affects verbal memory consolidation. Design: Acquiring paired word associates, retention across intervening sleep and wake, training on new, interfering word associates, and test recall of both sets. Setting: University laboratory. Participants: Healthy volunteers. Interventions: N/A. Measurements and Results: Comparing recall before and after intervening periods of sleep versus wake, we found that: (i) Sleep preferentially shields weakly encoded verbal memories from retroactive interference. (ii) Sleep immediately following learning helps shelter memory from associative and non-associative forms of retroactive interference. (iii) Sleep protects new verbal memories from prospective interference. (iv) Word associations acquired for the first time in the evening after a day spent in the wake state are encoded more strongly than word associations acquired in the morning following a night of sleep. Conclusions: The findings extend the known sleep protection from interference to non-associative as well as prospective interference, and limit the protection to weakly encoded word associations. Combined, our results suggest that sleep immediately after verbal learning isolates newly formed memory traces and renders them inaccessible, except by specific contextual cues. Memory isolation in sleep is a passive mechanism that can reasonably account for several experimental findings. Citation: Sheth BR; Varghese R; Truong T. Sleep shelters verbal memory from different kinds of interference. SLEEP 2012;35(7):985-996. PMID:22754045

  10. The effects of verbal descriptions on performance in lineups and showups.

    PubMed

    Wilson, Brent M; Seale-Carlisle, Travis M; Mickes, Laura

    2018-01-01

    Verbally describing a face has been found to impair subsequent recognition of that face from a photo lineup, a phenomenon known as the verbal overshadowing effect (Schooler & Engstler-Schooler, 1990). Recently, a large direct replication study successfully reproduced that original finding (Alogna et al., 2014). However, in both the original study and the replication studies, memory was tested using only target-present lineups (i.e., lineups containing the previously seen target face), making it possible to compute the correct identification rate (correct ID rate; i.e., the hit rate) but not the false identification rate (false ID rate; i.e., the false alarm rate). Thus, the lower correct ID rate for the verbal condition could reflect either reduced discriminability or a conservative criterion shift relative to the control condition. In four verbal overshadowing experiments reported here, we measured both correct ID rates and false ID rates using photo lineups (Experiments 1 and 2) or single-photo showups (Experiments 3 and 4). The experimental manipulation (verbally describing the face or not) occurred either immediately after encoding (Experiments 1 and 3) or 20-min after encoding (Experiments 2 and 4). In the immediate condition, discriminability did not differ between groups, but in the delayed condition, discriminability was lower in the verbal description group (i.e., a verbal overshadowing effect was observed). A fifth experiment found that the effect of the immediate-versus-delayed manipulation may be attributable to a change in the content of verbal descriptions, with the ratio of diagnostic to generic facial features in the descriptions decreasing as delay increases. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  11. Cerebrocerebellar networks during articulatory rehearsal and verbal working memory tasks.

    PubMed

    Chen, S H Annabel; Desmond, John E

    2005-01-15

    Converging evidence has implicated the cerebellum in verbal working memory. The current fMRI study sought to further characterize cerebrocerebellar participation in this cognitive process by revealing regions of activation common to a verbal working task and an articulatory control task, as well as regions that are uniquely activated by working memory. Consistent with our model's predictions, load-dependent activations were observed in Broca's area (BA 44/6) and the superior cerebellar hemisphere (VI/CrusI) for both working memory and motoric rehearsal. In contrast, activations unique to verbal working memory were found in the inferior parietal lobule (BA 40) and the right inferior cerebellum hemisphere (VIIB). These findings provide evidence for two cerebrocerebellar networks for verbal working memory: a frontal/superior cerebellar articulatory control system and a parietal/inferior cerebellar phonological storage system.

  12. Verbal ability and delinquency: testing the moderating role of psychopathic traits.

    PubMed

    Muñoz, Luna C; Frick, Paul J; Kimonis, Eva R; Aucoin, Katherine J

    2008-04-01

    Impaired verbal abilities are one of the most consistent risk factors for serious antisocial and delinquent behavior. However, individuals with psychopathic traits often show serious antisocial behavior, despite showing no impairment in their verbal abilities. Thus, the aim of the current study was to examine whether psychopathy moderates the relationship between verbal abilities and delinquent behavior in a sample of detained youth. The sample included 100 detained adolescent boys who were assessed on self-reported delinquent acts and psychopathic traits, as well as their age at first offense based on official records. Participants also completed a competitive computer task involving two levels of provocation, during which skin conductance was measured. A standard measure of receptive vocabulary was individually administered. As predicted, there was a significant interaction between callous-unemotional (CU) traits (a critical dimension of psychopathy) and verbal ability when predicting violent delinquency. Individuals who were high on CU traits with higher scores on the measure of verbal abilities reported the greatest violent delinquency. These individuals also showed the lowest level of skin conductance reactivity during the provocation task. The results suggest CU traits are an important moderator of the relation between verbal abilities and violent delinquency.

  13. Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Chang, Ya-Chih; Shih, Wendy; Landa, Rebecca; Kaiser, Ann; Kasari, Connie

    2018-01-01

    Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral…

  14. The relation of hippocampal subfield volumes to verbal episodic memory measured by the California Verbal Learning Test II in healthy adults.

    PubMed

    Aslaksen, Per M; Bystad, Martin K; Ørbo, Marte C; Vangberg, Torgil R

    2018-06-08

    Total hippocampal volume has previously been shown to correlate with performance on tests for verbal episodic memory. However, there are sparse evidence on how hippocampal subfield volumes are related to verbal episodic memory in healthy adults. The present study investigated the association between volumes of separate hippocampal subfields and verbal episodic memory performance in healthy volunteers. Forty-seven participants (31 females) between 20 to 71 years age underwent testing with the California Verbal Learning Test II (CVLT II), and the Wechsler Abbreviated Scale of Intelligence (WASI) to obtain an estimate of cognitive functioning. T1-weighted MR images were obtained after cognitive testing, and volumetric estimates adjusted for age and estimated total intracranial volume were calculated in the FreeSurfer 6.0 software suite for cerebral -and hippocampal structures. The sample performed within the statistical normal range on both CVLT II and WASI. Significant correlations adjusted for multiple testing were found between CVLT II subtests of total learning, free immediate recall and free delayed recall and volumes of the left Cornu Ammonis (CA) 1-4 subfields. There were no significant correlations between right hippocampal subfields and CVLT II performance, and no significant correlation between WASI results and hippocampal subfields. The present results suggest that better verbal episodic memory measured by the CVLT II is associated with relative larger volumes of specific left CA hippocampal subfields in healthy adults. Due to the small sample size and large age-span of the participants, the present findings are preliminary and should be confirmed in larger samples. Copyright © 2018 Elsevier B.V. All rights reserved.

  15. Teacher Non-Verbal Activity.

    ERIC Educational Resources Information Center

    Grant, Barbara M.

    This descriptive research study had as its major objective the development of a category system through which the teacher's physical motions in relation to his verbal actions could be analyzed with a high degree of reliability. The performances of five elementary teachers at the College Demonstration School were recorded on video tape. Narrative…

  16. Verbal and Nonverbal Micropolitical Communication of Female School Principals.

    ERIC Educational Resources Information Center

    Carr, Carolyn S.

    Verbal and nonverbal communication as an expression of political influence and power plays a major part in constructing and transmitting an androcentric bias in educational administration. This paper describes findings of a study that examined the form, meaning, and function of three female principals' verbal and nonverbal communication behaviors,…

  17. The Role of Sexual Precedence in Verbal Sexual Coercion

    ERIC Educational Resources Information Center

    Livingston, Jennifer A.; Buddie, Amy M.; Testa, Maria; VanZile-Tamsen, Carol

    2004-01-01

    Experiences of verbal sexual coercion are common and have potential for negative consequences, yet are not well understood. This study used qualitative and descriptive statistics to examine verbal sexual coercion experiences among a community sample of 114 women and explored the role of sexual precedence in these experiences. Analyses revealed…

  18. Emergent Verbal Behavior and Analogy: Skinnerian and Linguistic Approaches

    ERIC Educational Resources Information Center

    Matos, Maria Amelia; Passos, Maria de Lourdes

    2010-01-01

    The production of verbal operants not previously taught is an important aspect of language productivity. For Skinner, new mands, tacts, and autoclitics result from the recombination of verbal operants. The relation between these mands, tacts, and autoclitics is what linguists call "analogy," a grammatical pattern that serves as a foundation on…

  19. Seeing Cells: Teaching the Visual/Verbal Rhetoric of Biology

    ERIC Educational Resources Information Center

    Dinolfo, John; Heifferon, Barbara; Temesvari, Lesly A.

    2007-01-01

    This pilot study obtained baseline information on verbal and visual rhetorics to teach microscopy techniques to college biology majors. We presented cell images to students in cell biology and biology writing classes and then asked them to identify textual, verbal, and visual cues that support microscopy learning. Survey responses suggest that…

  20. Ecstasy Exposure & Gender: Examining Components of Verbal Memory Functioning

    PubMed Central

    Price, Jenessa S.; Shear, Paula; Lisdahl, Krista M.

    2014-01-01

    Objective Studies have demonstrated verbal memory deficits associated with past year ecstasy use, although specific underlying components of these deficits are less understood. Further, prior research suggests potential gender differences in ecstasy-induced serotonergic changes. Therefore, the current study investigated whether gender moderated the relationship between ecstasy exposure and components of verbal memory after controlling for polydrug use and confounding variables. Method Data were collected from 65 polydrug users with a wide range of ecstasy exposure (ages 18–35; 48 ecstasy and 17 marijuana users; 0–2310 ecstasy tablets). Participants completed a verbal learning and memory task, psychological questionnaires, and a drug use interview. Results Increased past year ecstasy exposure predicted poorer short and long delayed free and cued recalls, retention, and recall discrimination. Male ecstasy users were more susceptible to dose-dependent deficits in retention than female users. Conclusion Past year ecstasy consumption was associated with verbal memory retrieval, retention, and discrimination deficits in a dose-dependent manner in a sample of healthy young adult polydrug users. Male ecstasy users were at particular risk for deficits in retention following a long delay. Gender difference may be reflective of different patterns of polydrug use as well as increased hippocampal sensitivity. Future research examining neuronal correlates of verbal memory deficits in ecstasy users are needed. PMID:25545890

  1. The effects of verbal reaction time in Alzheimer's disease.

    PubMed

    Midi, Ipek; Doǧan, Müzeyyen; Pata, Yavuz Selim; Kocak, Ismail; Mollahasanoglu, Aynur; Tuncer, Nese

    2011-07-01

    Verbal fluency deteriorates with normal aging, but is much more severe in Alzheimer's Disease (AD). Verbal functions were analyzed to find differences between normal aging subjects in patients with mild cognitive impairment (MCI), and in patients with early and moderate stages of AD. This study measured the verbal response time in patients with AD, MCI, and in control subjects This study measured the verbal response time in patients with AD, MCI, and in control subjects Fifteen patients with MCI, 15 patients with early AD, 8 patients with moderate AD, and 15 subjects for controls were included in the study. Word length in milliseconds, reaction time to a phoneme, word, or sentence and acoustic analysis of voice quality and speech diadochokinetic rate (DDK) were measured. Reaction time for a phoneme, word, or sentence especially the initiation period for them were longer in patients with early AD compared to patients with MCI (P < .001). The mean DDK rate was lower with increased severity of the disease, and was much more severe in patients with moderate AD. Clinical discrimination of the early stages of AD and MCI is challenging. Unfortunately, there are no laboratory markers present for the diagnosis of preclinical cases of AD. With the results of this study, the assessments of verbal reaction time may helpful for diagnosis of early AD. Copyright © 2011 The American Laryngological, Rhinological, and Otological Society, Inc.

  2. A Comparative Verbal Analysis of the Two 1988 Bush-Dukakis Presidential Debates.

    ERIC Educational Resources Information Center

    Hellweg, Susan A.; Verhoye, Anna M.

    This study examined the verbal message strategies employed in the two 1988 presidential debates by Vice-President George Bush and Governor Michael Dukakis, independently and comparatively. A number of broad verbal categories were developed to code the messages of each candidate from videotapes and transcripts. Verbal characteristics under…

  3. The visual attention span deficit in dyslexia is visual and not verbal.

    PubMed

    Lobier, Muriel; Zoubrinetzky, Rachel; Valdois, Sylviane

    2012-06-01

    The visual attention (VA) span deficit hypothesis of dyslexia posits that letter string deficits are a consequence of impaired visual processing. Alternatively, some have interpreted this deficit as resulting from a visual-to-phonology code mapping impairment. This study aims to disambiguate between the two interpretations by investigating performance in a non-verbal character string visual categorization task with verbal and non-verbal stimuli. Results show that VA span ability predicts performance for the non-verbal visual processing task in normal reading children. Furthermore, VA span impaired dyslexic children are also impaired for the categorization task independently of stimuli type. This supports the hypothesis that the underlying impairment responsible for the VA span deficit is visual, not verbal. Copyright © 2011 Elsevier Srl. All rights reserved.

  4. Non-verbal communication in meetings of psychiatrists and patients with schizophrenia.

    PubMed

    Lavelle, M; Dimic, S; Wildgrube, C; McCabe, R; Priebe, S

    2015-03-01

    Recent evidence found that patients with schizophrenia display non-verbal behaviour designed to avoid social engagement during the opening moments of their meetings with psychiatrists. This study aimed to replicate, and build on, this finding, assessing the non-verbal behaviour of patients and psychiatrists during meetings, exploring changes over time and its association with patients' symptoms and the quality of the therapeutic relationship. 40-videotaped routine out-patient consultations, involving patients with schizophrenia, were analysed. Non-verbal behaviour of patients and psychiatrists was assessed during three fixed, 2-min intervals using a modified Ethological Coding System for Interviews. Symptoms, satisfaction with communication and the quality of the therapeutic relationship were also measured. Over time, patients' non-verbal behaviour remained stable, whilst psychiatrists' flight behaviour decreased. Patients formed two groups based on their non-verbal profiles, one group (n = 25) displaying pro-social behaviour, inviting interaction and a second (n = 15) displaying flight behaviour, avoiding interaction. Psychiatrists interacting with pro-social patients displayed more pro-social behaviours (P < 0.001). Patients' pro-social profile was associated reduced symptom severity (P < 0.05), greater satisfaction with communication (P < 0.001) and positive therapeutic relationships (P < 0.05). Patients' non-verbal behaviour during routine psychiatric consultations remains unchanged, and is linked to both their psychiatrist's non-verbal behaviour and the quality of the therapeutic relationship. © 2014 The Authors. Acta Psychiatrica Scandinavica Published by John Wiley & Sons Ltd.

  5. Verbal memory after temporal lobe epilepsy surgery in children: Do only mesial structures matter?

    PubMed

    Law, Nicole; Benifla, Mony; Rutka, James; Smith, Mary Lou

    2017-02-01

    Previous findings have been mixed regarding verbal memory outcome after left temporal lobectomy in children, and there are few studies comparing verbal memory change after lateral versus mesial temporal lobe resections. We compared verbal memory outcome associated with sparing or including the mesial structures in children who underwent left or right temporal lobe resection. We also investigated predictors of postsurgical verbal memory change. We retrospectively assessed verbal memory change approximately 1 year after unilateral temporal lobe epilepsy surgery using a list learning task. Participants included 23 children who underwent temporal lobe surgery with sparing of the mesial structures (13 left), and 40 children who had a temporal lobectomy that included resection of mesial structures (22 left). Children who underwent resection from the left lateral and mesial temporal lobe were the only group to show decline in verbal memory. Furthermore, when we considered language representation in the left temporal resection group, patients with left language representation and spared mesial structures showed essentially no change in verbal memory from preoperative to follow-up, whereas those with left language representation and excised mesial structures showed a decline. Postoperative seizure status had no effect on verbal memory change in children after left temporal lobe surgery. Finally, we found that patients with intact preoperative verbal memory experienced a significant decline compared to those with below average preoperative verbal memory. Our findings provide evidence of significant risk factors for verbal memory decline in children, specific to left mesial temporal lobe epilepsy. Children who undergo left temporal lobe surgery that includes mesial structures may be most vulnerable for verbal memory decline, especially when language representation is localized to the left hemisphere and when preoperative verbal memory is intact. Wiley Periodicals, Inc.

  6. Effects of Verbal Cue on Bolus Flow during Swallowing

    ERIC Educational Resources Information Center

    Daniels, Stephanie K.; Schroeder, Mae Fern; DeGeorge, Pamela C.; Corey, David M.; Rosenbek, John C.

    2007-01-01

    Purpose: To examine the effects of verbal cuing to initiate swallowing on bolus flow measures in healthy adults. Method: Videofluoroscopic examinations were completed in 12 healthy older adults (median age = 69 years) as they swallowed 5 ml of self-administered liquid barium in 2 conditions: verbally cued and noncued swallows. In the cued…

  7. VIC: A Computer Analysis of Verbal Interaction Category Systems.

    ERIC Educational Resources Information Center

    Kline, John A.; And Others

    VIC is a computer program for the analysis of verbal interaction category systems, especially the Flanders interaction analysis system. The observer codes verbal behavior on coding sheets for later machine scoring. A matrix is produced by the program showing the number and percentages of times that a particular cell describes classroom behavior.…

  8. Verbal and memory skills in males with Duchenne muscular dystrophy

    PubMed Central

    Hinton, V J; BA, R J Fee; Goldstein, E M; De Vivo, D C

    2007-01-01

    Duchenne muscular dystrophy (DMD) is a progressive pediatric disorder that affects both muscle and brain. Children with DMD have mean IQ scores that are about one standard deviation lower than population means, with lower Verbal IQ than Performance IQ scores. For the present study, verbal skills and verbal memory skills were examined in males with DMD with the Clinical Evaluation of Language Fundamentals, 3rd edition, and the California Verbal Learning Test for Children. Performance of 50 males with DMD (age range 6–14y, mean 9y 4mo [SD 2y 1mo]) was compared to normative values. Two subsets of the probands were also compared with two comparison groups: unaffected siblings (n=24; DMD group age range 6–12y, mean 9y 1mo [SD 1y 8mo]; sibling age range 6–15y, mean 9y 11mo [SD 2y 4mo]) and males with cerebral palsy (CP); (n=23; DMD group age range 6–9y, mean 7y 8mo [SD 1y 2mo]; CP age range 6–8y, mean 6y 8mo [SD 0y 8mo]). Results demonstrated that although males with DMD performed slightly more poorly than normative values, they performed comparably to the controls on most measures. Consistent deficits were observed only on tests requiring immediate repetition for verbal material (Recalling Sentences, and Concepts and Directions). On other language tasks, including tests of understanding and use of grammar, and understanding of semantic relationships, the males with DMD performed well. Moreover, the males with DMD performed well on multiple indices of verbal recall, and there was no evidence of declarative memory deficits. DMD is a single-gene disorder that is selectively associated with decreased verbal span capacity, but not impaired recall. PMID:17254000

  9. Differential learning and memory performance in OEF/OIF veterans for verbal and visual material.

    PubMed

    Sozda, Christopher N; Muir, James J; Springer, Utaka S; Partovi, Diana; Cole, Michael A

    2014-05-01

    Memory complaints are particularly salient among veterans who experience combat-related mild traumatic brain injuries and/or trauma exposure, and represent a primary barrier to successful societal reintegration and everyday functioning. Anecdotally within clinical practice, verbal learning and memory performance frequently appears differentially reduced versus visual learning and memory scores. We sought to empirically investigate the robustness of a verbal versus visual learning and memory discrepancy and to explore potential mechanisms for a verbal/visual performance split. Participants consisted of 103 veterans with reported history of mild traumatic brain injuries returning home from U.S. military Operations Enduring Freedom and Iraqi Freedom referred for outpatient neuropsychological evaluation. Findings indicate that visual learning and memory abilities were largely intact while verbal learning and memory performance was significantly reduced in comparison, residing at approximately 1.1 SD below the mean for verbal learning and approximately 1.4 SD below the mean for verbal memory. This difference was not observed in verbal versus visual fluency performance, nor was it associated with estimated premorbid verbal abilities or traumatic brain injury history. In our sample, symptoms of depression, but not posttraumatic stress disorder, were significantly associated with reduced composite verbal learning and memory performance. Verbal learning and memory performance may benefit from targeted treatment of depressive symptomatology. Also, because visual learning and memory functions may remain intact, these might be emphasized when applying neurocognitive rehabilitation interventions to compensate for observed verbal learning and memory difficulties.

  10. Verbal Thinking and Inner Speech Use in Autism Spectrum Disorder.

    PubMed

    Williams, David M; Peng, Cynthia; Wallace, Gregory L

    2016-12-01

    The extent to which cognition is verbally mediated in neurotypical individuals is the subject of debate in cognitive neuropsychology, as well as philosophy and psychology. Studying "verbal thinking" in developmental/neuropsychological disorders provides a valuable opportunity to inform theory building, as well as clinical practice. In this paper, we provide a comprehensive, critical review of such studies among individuals with autism spectrum disorder (ASD). ASD involves severe social-communication deficits and limitations in cognitive/behavioural flexibility. The prevailing view in the field is that neither cognition nor behaviour is mediated verbally in ASD, and that this contributes to diagnostic features. However, our review suggests that, on the contrary, most studies to date actually find that among people with ASD cognitive task performance is either a) mediated verbally in a typical fashion, or b) not mediated verbally, but at no obvious cost to overall task performance. Overall though, these studies have methodological limitations and thus clear-cut conclusions are not possible at this stage. The aim of the review is to take stock of existing empirical findings, as well as to help develop the directions for future research that will resolve the many outstanding issues in this field.

  11. Verbal Aggressiveness Among Physicians and Trainees.

    PubMed

    Lazarus, Jenny Lynn; Hosseini, Motahar; Kamangar, Farin; Levien, David H; Rowland, Pamela A; Kowdley, Gopal C; Cunningham, Steven C

    2016-01-01

    To better understand verbal aggressiveness among physicians and trainees, including specialty-specific differences. The Infante Verbal Aggressiveness Scale (IVAS) was administered as part of a survey to 48 medical students, 24 residents, and 257 attending physicians. The 72 trainees received the IVAS and demographic questions, whereas the attending physicians received additional questions regarding type of practice, career satisfaction, litigation, and personality type. The IVAS scores showed high reliability (Cronbach α = 0.83). Among all trainees, 56% were female with mean age 28 years, whereas among attending physicians, 63% were male with mean age 50 years. Average scores of trainees were higher than attending physicians with corresponding averages of 1.88 and 1.68, respectively. Among trainees, higher IVAS scores were significantly associated with male sex, non-US birthplace, choice of surgery, and a history of bullying. Among attending physicians, higher IVAS scores were significantly associated with male sex, younger age, self-reported low-quality of patient-physician relationships, and low enjoyment talking to patients. General surgery and general internal medicine physicians were significantly associated with higher IVAS scores than other specialties. General practitioners (surgeons and medical physicians) had higher IVAS scores than the specialists in their corresponding fields. No significant correlation was found between IVAS scores and threats of legal action against attending physicians, or most personality traits. Additional findings regarding bullying in medical school, physician-patient interactions, and having a method to deal with inappropriate behavior at work were observed. Individuals choosing general specialties display more aggressive verbal communication styles, general surgeons displaying the highest. The IVAS scoring system may identify subgroups of physicians with overly aggressive (problematic) communication skills and may provide a

  12. [Deficit of verbal recall caused by left dorso-lateral thalamic infarction].

    PubMed

    Rousseaux, M; Cabaret, M; Benaim, C; Steinling, M

    1995-01-01

    A case of amnesia with preferential disorder of verbal recall, associated to a limited infarct of the left superior, external and anterior thalamus, is reported. This lesion involved the anterior and middle dorso-lateral nuclei and the centrolateral nucleus, sparing most of the structures classically incriminated in diencephalic amnesia. At the initial stage, the patient presented discrete language impairment and severe deficit of semantic processing, which later recovered. At the late stage, the anterograde and retrograde amnesia principally concerned the recall of verbal information used in daily life, verbal learning using short-term and long-term recall, questionnaires evaluating retrograde memory and requiring the evocation of proper names. Verbal priming was also affected. Verbal recognition was preserved. Evocation of the most recent events of the personal life was also impaired. Confrontation of this case with others previously reported suggests that various thalamic amnesias may be described, associated to different cognitive deficits, in relation with the preferential situation of lesions.

  13. Effects of visual and verbal interaction on unintentional interpersonal coordination.

    PubMed

    Richardson, Michael J; Marsh, Kerry L; Schmidt, R C

    2005-02-01

    Previous research has demonstrated that people's movements can become unintentionally coordinated during interpersonal interaction. The current study sought to uncover the degree to which visual and verbal (conversation) interaction constrains and organizes the rhythmic limb movements of coactors. Two experiments were conducted in which pairs of participants completed an interpersonal puzzle task while swinging handheld pendulums with instructions that minimized intentional coordination but facilitated either visual or verbal interaction. Cross-spectral analysis revealed a higher degree of coordination for conditions in which the pairs were visually coupled. In contrast, verbal interaction alone was not found to provide a sufficient medium for unintentional coordination to occur, nor did it enhance the unintentional coordination that emerged during visual interaction. The results raise questions concerning differences between visual and verbal informational linkages during interaction and how these differences may affect interpersonal movement production and its coordination.

  14. Heart rate variability during acute psychosocial stress: A randomized cross-over trial of verbal and non-verbal laboratory stressors.

    PubMed

    Brugnera, Agostino; Zarbo, Cristina; Tarvainen, Mika P; Marchettini, Paolo; Adorni, Roberta; Compare, Angelo

    2018-05-01

    Acute psychosocial stress is typically investigated in laboratory settings using protocols with distinctive characteristics. For example, some tasks involve the action of speaking, which seems to alter Heart Rate Variability (HRV) through acute changes in respiration patterns. However, it is still unknown which task induces the strongest subjective and autonomic stress response. The present cross-over randomized trial sought to investigate the differences in perceived stress and in linear and non-linear analyses of HRV between three different verbal (Speech and Stroop) and non-verbal (Montreal Imaging Stress Task; MIST) stress tasks, in a sample of 60 healthy adults (51.7% females; mean age = 25.6 ± 3.83 years). Analyses were run controlling for respiration rates. Participants reported similar levels of perceived stress across the three tasks. However, MIST induced a stronger cardiovascular response than Speech and Stroop tasks, even after controlling for respiration rates. Finally, women reported higher levels of perceived stress and lower HRV both at rest and in response to acute psychosocial stressors, compared to men. Taken together, our results suggest the presence of gender-related differences during psychophysiological experiments on stress. They also suggest that verbal activity masked the vagal withdrawal through altered respiration patterns imposed by speaking. Therefore, our findings support the use of highly-standardized math task, such as MIST, as a valid and reliable alternative to verbal protocols during laboratory studies on stress. Copyright © 2018 Elsevier B.V. All rights reserved.

  15. Verbal Working Memory in Children With Cochlear Implants

    PubMed Central

    Caldwell-Tarr, Amanda; Low, Keri E.; Lowenstein, Joanna H.

    2017-01-01

    Purpose Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables. Potential dependent functions were literacy, expressive language, and speech-in-noise recognition. Results Children with cochlear implants showed deficits in storage and processing, similar in size to those at second grade. Predictors of verbal working memory differed across groups: Phonological awareness explained the most variance in children with normal hearing; vocabulary explained the most variance in children with cochlear implants. Treatment variables explained little of the variance. Where potentially dependent functions were concerned, verbal working memory accounted for little variance once the variance explained by other predictors was removed. Conclusions The verbal working memory deficits of children with cochlear implants arise due to signal degradation, which limits their abilities to acquire phonological awareness. That hinders their abilities to store items using a phonological code. PMID:29075747

  16. Automatic Guidance of Visual Attention from Verbal Working Memory

    ERIC Educational Resources Information Center

    Soto, David; Humphreys, Glyn W.

    2007-01-01

    Previous studies have shown that visual attention can be captured by stimuli matching the contents of working memory (WM). Here, the authors assessed the nature of the representation that mediates the guidance of visual attention from WM. Observers were presented with either verbal or visual primes (to hold in memory, Experiment 1; to verbalize,…

  17. Verbal Processing Speed and Executive Functioning in Long-Term Cochlear Implant Users

    PubMed Central

    Pisoni, David B.; Kronenberger, William G.

    2015-01-01

    Purpose The purpose of this study was to report how verbal rehearsal speed (VRS), a form of covert speech used to maintain verbal information in working memory, and another verbal processing speed measure, perceptual encoding speed, are related to 3 domains of executive function (EF) at risk in cochlear implant (CI) users: verbal working memory, fluency-speed, and inhibition-concentration. Method EF, speech perception, and language outcome measures were obtained from 55 prelingually deaf, long-term CI users and matched controls with normal hearing (NH controls). Correlational analyses were used to assess relations between VRS (articulation rate), perceptual encoding speed (digit and color naming), and the outcomes in each sample. Results CI users displayed slower verbal processing speeds than NH controls. Verbal rehearsal speed was related to 2 EF domains in the NH sample but was unrelated to EF outcomes in CI users. Perceptual encoding speed was related to all EF domains in both groups. Conclusions Verbal rehearsal speed may be less influential for EF quality in CI users than for NH controls, whereas rapid automatized labeling skills and EF are closely related in both groups. CI users may develop processing strategies in EF tasks that differ from the covert speech strategies routinely employed by NH individuals. PMID:25320961

  18. Cognitive Patterns and Learning Disabilities in Cleft Palate Children with Verbal Deficits.

    ERIC Educational Resources Information Center

    Richman, Lynn C.

    1980-01-01

    The study examined patterns of cognitive ability in 57 cleft lip and palate children (ages 7 to 9) with verbal deficit, but without general intellectual retardation to evaluate whether the verbal disability displayed by these children was related primarily to a specific verbal expression deficit or a more general symbolic mediation problem.…

  19. Verbal Processing Speed and Executive Functioning in Long-Term Cochlear Implant Users

    ERIC Educational Resources Information Center

    AuBuchon, Angela M.; Pisoni, David B.; Kronenberger, William G.

    2015-01-01

    Purpose: The purpose of this study was to report how "verbal rehearsal speed" (VRS), a form of covert speech used to maintain verbal information in working memory, and another verbal processing speed measure, perceptual encoding speed, are related to 3 domains of executive function (EF) at risk in cochlear implant (CI) users: verbal…

  20. Non-verbal numerical cognition: from reals to integers.

    PubMed

    Gallistel; Gelman

    2000-02-01

    Data on numerical processing by verbal (human) and non-verbal (animal and human) subjects are integrated by the hypothesis that a non-verbal counting process represents discrete (countable) quantities by means of magnitudes with scalar variability. These appear to be identical to the magnitudes that represent continuous (uncountable) quantities such as duration. The magnitudes representing countable quantity are generated by a discrete incrementing process, which defines next magnitudes and yields a discrete ordering. In the case of continuous quantities, the continuous accumulation process does not define next magnitudes, so the ordering is also continuous ('dense'). The magnitudes representing both countable and uncountable quantity are arithmetically combined in, for example, the computation of the income to be expected from a foraging patch. Thus, on the hypothesis presented here, the primitive machinery for arithmetic processing works with real numbers (magnitudes).

  1. Verbal auditory agnosia in a patient with traumatic brain injury: A case report.

    PubMed

    Kim, Jong Min; Woo, Seung Beom; Lee, Zeeihn; Heo, Sung Jae; Park, Donghwi

    2018-03-01

    Verbal auditory agnosia is the selective inability to recognize verbal sounds. Patients with this disorder lose the ability to understand language, write from dictation, and repeat words with reserved ability to identify nonverbal sounds. However, to the best of our knowledge, there was no report about verbal auditory agnosia in adult patient with traumatic brain injury. He was able to clearly distinguish between language and nonverbal sounds, and he did not have any difficulty in identifying the environmental sounds. However, he did not follow oral commands and could not repeat and dictate words. On the other hand, he had fluent and comprehensible speech, and was able to read and understand written words and sentences. Verbal auditory agnosia INTERVENTION:: He received speech therapy and cognitive rehabilitation during his hospitalization, and he practiced understanding of verbal language by providing written sentences together. Two months after hospitalization, he regained his ability to understand some verbal words. Six months after hospitalization, his ability to understand verbal language was improved to an understandable level when speaking slowly in front of his eyes, but his comprehension of verbal sound language was still word level, not sentence level. This case gives us the lesson that the evaluation of auditory functions as well as cognition and language functions important for accurate diagnosis and appropriate treatment, because the verbal auditory agnosia tends to be easily misdiagnosed as hearing impairment, cognitive dysfunction and sensory aphasia.

  2. The role of the left hemisphere in verbal and spatial reasoning tasks.

    PubMed

    Langdon, D; Warrington, E K

    2000-12-01

    Laterality of reasoning processes have long been a source of investigation. Differing formats of verbal and spatial reasoning tasks have meant it has not been possible to extricate true performance level from artefacts of input and output modalities. The Verbal and Spatial Reasoning Test (VESPAR) offers this opportunity, by virtue of matched sets of verbal and spatial inductive reasoning problems. Two series of 40 patients with unilateral left and right hemisphere lesions were tested on two verbal and two spatial subtests of the VESPAR, together with a battery of baseline tests. The performance of the left and right hemisphere lesion cases was compared with a normal standardisation sample. Whereas only the left hemisphere group failed the verbal sections, both left and right hemisphere groups failed the spatial sections. The influence of aphasia on spatial reasoning was considered to be an incomplete explanation for the failure of the left hemisphere group on the spatial sections. It is concluded that this investigation provides firmer evidence of a crucial role for the left hemisphere in both verbal and spatial abstract reasoning processes.

  3. Asian children's verbal development: A comparison of the United States and Australia.

    PubMed

    Choi, Kate H; Hsin, Amy; McLanahan, Sara S

    2015-07-01

    Using longitudinal cohort studies from Australia and the United States, we assess the pervasiveness of the Asian academic advantage by documenting White-Asian differences in verbal development from early to middle childhood. In the United States, Asian children begin school with higher verbal scores than Whites, but their advantage erodes over time. The initial verbal advantage of Asian American children is partly due to their parent's socioeconomic advantage and would have been larger had it not been for their mother's English deficiency. In Australia, Asian children have lower verbal scores than Whites at age 4, but their scores grow a faster rate and converge towards those of Whites by age 8. The initial verbal disadvantage of Asian Australian children is partly due to their mother's English deficiency and would have been larger had it not been for their Asian parent's educational advantage. Asian Australian children's verbal scores grow at a faster pace, in part, because of their parent's educational advantage. Copyright © 2015 Elsevier Inc. All rights reserved.

  4. Natural language processing, pragmatics, and verbal behavior

    PubMed Central

    Cherpas, Chris

    1992-01-01

    Natural Language Processing (NLP) is that part of Artificial Intelligence (AI) concerned with endowing computers with verbal and listener repertoires, so that people can interact with them more easily. Most attention has been given to accurately parsing and generating syntactic structures, although NLP researchers are finding ways of handling the semantic content of language as well. It is increasingly apparent that understanding the pragmatic (contextual and consequential) dimension of natural language is critical for producing effective NLP systems. While there are some techniques for applying pragmatics in computer systems, they are piecemeal, crude, and lack an integrated theoretical foundation. Unfortunately, there is little awareness that Skinner's (1957) Verbal Behavior provides an extensive, principled pragmatic analysis of language. The implications of Skinner's functional analysis for NLP and for verbal aspects of epistemology lead to a proposal for a “user expert”—a computer system whose area of expertise is the long-term computer user. The evolutionary nature of behavior suggests an AI technology known as genetic algorithms/programming for implementing such a system. ImagesFig. 1 PMID:22477052

  5. Congenital amusia: a short-term memory deficit for non-verbal, but not verbal sounds.

    PubMed

    Tillmann, Barbara; Schulze, Katrin; Foxton, Jessica M

    2009-12-01

    Congenital amusia refers to a lifelong disorder of music processing and is linked to pitch-processing deficits. The present study investigated congenital amusics' short-term memory for tones, musical timbres and words. Sequences of five events (tones, timbres or words) were presented in pairs and participants had to indicate whether the sequences were the same or different. The performance of congenital amusics confirmed a memory deficit for tone sequences, but showed normal performance for word sequences. For timbre sequences, amusics' memory performance was impaired in comparison to matched controls. Overall timbre performance was found to be correlated with melodic contour processing (as assessed by the Montreal Battery of Evaluation of Amusia). The present findings show that amusics' deficits extend to non-verbal sound material other than pitch, in this case timbre, while not affecting memory for verbal material. This is in line with previous suggestions about the domain-specificity of congenital amusia.

  6. Verbal abuse of nurses by physicians in a private sector setting.

    PubMed

    Joubert, E; du Rand, A; van Wyk, N

    2005-08-01

    The aim of the study was to determine whether physicians in a private sector setting verbally abuse nurses, and to what extent. A review of the literature showed that verbal abuse by physicians accounts for the highest incidence of aggression towards nurses in health care, and that it is strongly related to turnover rates. It has also been reported in recent studies that within the context of verbally abusive episodes, patient care, work productivity, morale and job satisfaction have been negatively affected. Of the 120 questionnaires that were distributed among registered and enrolled nurses, 83 were returned in time to be used, which was a response rate of 69%. This response rate is consistent with previous studies and is exactly the same as for a study that was done in Turkey (Uzun, 2003:81). The questionnaire used was one that has been adapted from the Verbal Abuse Scale developed by Manderino and Berkey (1997:50) and the Revised Conflict Tactics Scale (CTS 2) as described by Little (1999:24), and was in the form of a 4-point Likert-scale with one open ended question. The results showed that 79% of the nurses admitted that verbal abuse was taking place. Forms of direct verbal abuse included 81% that felt they were criticised unjustly, 76% that were screamed at in front of others, and 81% that felt physicians vented their frustration on them. The results obtained in the study were consistent with previous studies done elsewhere and it indicated that nurses still experience high levels of verbal abuse in the workplace.

  7. Verbal fluency in bipolar disorders: A systematic review and meta-analysis.

    PubMed

    Raucher-Chéné, Delphine; Achim, Amélie M; Kaladjian, Arthur; Besche-Richard, Chrystel

    2017-01-01

    One of the main features of bipolar disorder (BD), besides mood dysregulation, is an alteration of the structure of language. Bipolar patients present changes in semantic contents, impaired verbal associations, abnormal prosody and abnormal speed of language highlighted with various experimental tasks. Verbal fluency tasks are widely used to assess the abilities of bipolar patients to retrieve and produce verbal material from the lexico-semantic memory. Studies using these tasks have however yielded discrepant results. The aim of this study was thus to determine the extent of the verbal fluency impairment in BD patients and to evaluate if the deficits are affected by the type of task or by mood states. A systematic literature search was conducted in MEDLINE, EBSCOHost and Google Scholar and relevant data were submitted to a meta-analysis. Thirty-nine studies were retained providing data for 52 independent groups of BD patients. The overall meta-analysis revealed a moderate verbal fluency impairment in BD compared to healthy controls (effect size d=0.61). Comparisons between mood states showed significant differences only between euthymic and manic patients and only on category fluency performances. This review is limited by the heterogeneity between studies for the characteristics of BD populations. Also, few of the retained studies examined depressive or mixed episodes. This work confirms that BD patients present with moderate verbal fluency impairments, and underlines the specific effect of mood state on category fluency. This emphasizes the need to distinguish semantic from phonological processes in verbal fluency assessments in BD. Copyright © 2016 Elsevier B.V. All rights reserved.

  8. Contributions of Language and Memory Demands to Verbal Memory Performance in Language-Learning Disabilities

    ERIC Educational Resources Information Center

    Isaki, Emi; Spaulding, Tammie J.; Plante, Elena

    2008-01-01

    The purpose of this study is to investigate the performance of adults with language-based learning disorders (L/LD) and normal language controls on verbal short-term and verbal working memory tasks. Eighteen adults with L/LD and 18 normal language controls were compared on verbal short-term memory and verbal working memory tasks under low,…

  9. Meaning and Verbal Behavior in Skinner's Work from 1934 to 1957

    PubMed Central

    Andery, Maria Amalia; Micheletto, Nilza; Sério, Tereza Maria

    2005-01-01

    This paper explores the historical development of Skinner's treatment of meaning from 1930 to 1957. Twelve papers published between 1934 and 1957, and parts of The Behavior of Organisms and Science and Human Behavior related to verbal behavior, were analyzed. Before 1945 meaning was taken as a property of the verbal response, and from 1945 on, meaning was supposed to be found among the determiners of a verbal response. We argue that these different conceptions of meaning were related to distinct aspects of Skinner's explanatory system. Finally, the notion of meaning presented by Skinner in 1945 is related to the theoretical breakthrough represented by Skinner's assertion of the three-term contingency. This idea permitted verbal behavior to be analyzed in terms of its functions. PMID:22477322

  10. The Influence of verbalization on the pattern of cortical activation during mental arithmetic

    PubMed Central

    2012-01-01

    Background The aim of the present functional magnetic resonance imaging (fMRI) study at 3 T was to investigate the influence of the verbal-visual cognitive style on cerebral activation patterns during mental arithmetic. In the domain of arithmetic, a visual style might for example mean to visualize numbers and (intermediate) results, and a verbal style might mean, that numbers and (intermediate) results are verbally repeated. In this study, we investigated, first, whether verbalizers show activations in areas for language processing, and whether visualizers show activations in areas for visual processing during mental arithmetic. Some researchers have proposed that the left and right intraparietal sulcus (IPS), and the left angular gyrus (AG), two areas involved in number processing, show some domain or modality specificity. That is, verbal for the left AG, and visual for the left and right IPS. We investigated, second, whether the activation in these areas implied in number processing depended on an individual's cognitive style. Methods 42 young healthy adults participated in the fMRI study. The study comprised two functional sessions. In the first session, subtraction and multiplication problems were presented in an event-related design, and in the second functional session, multiplications were presented in two formats, as Arabic numerals and as written number words, in an event-related design. The individual's habitual use of visualization and verbalization during mental arithmetic was assessed by a short self-report assessment. Results We observed in both functional sessions that the use of verbalization predicts activation in brain areas associated with language (supramarginal gyrus) and auditory processing (Heschl's gyrus, Rolandic operculum). However, we found no modulation of activation in the left AG as a function of verbalization. Conclusions Our results confirm that strong verbalizers use mental speech as a form of mental imagination more strongly than

  11. Verbal Play as an Interactional Discourse Resource in Early Stage Alzheimer’s Disease

    PubMed Central

    Shune, Samantha; Duff, Melissa C.

    2012-01-01

    Background Verbal play, the creative and playful use of language to make puns, rhyme words, and tease, is a pervasive and enjoyable component of social communication and serves important interpersonal functions. The current study examines the use of verbal play in the communicative interactions of individuals with Alzheimer’s disease as part of a broader program of research on language-and-memory-in-use. Aims To document the frequency of verbal play in the communicative interactions of individuals with very mild Alzheimer’s disease (AD) and their familiar communication partners. To characterize the interactional forms, resources, and functions of playful episodes. Methods Using quantitative group comparisons and detailed discourse analysis, we analyzed verbal play in the interactional discourse of five participants with very mild AD and five healthy (demographically matched) comparison participants. Each participant interacted with a familiar partner while completing a collaborative referencing task, and with a researcher between task trials. Results A total of 1,098 verbal play episodes were coded. Despite being in the early stages of AD, all the AD participants used verbal play. There were no significant group differences in the frequency of verbal play episodes or in the interactional forms, resources, or functions of those playful episodes between AD and healthy comparison pair sessions. Conclusions The successful use of verbal play in the interactions of individuals with very mild AD and their partners highlights an area of preserved social communication. These findings represent an important step, both clinically and for research, in documenting the rich ways that individuals with early stage AD orchestrate interactionally meaningful communication with their partners through the use of interactional discourse resources like verbal play. This work also offers a promising clinical tool for tracking and targeting verbal play across disease progression. PMID

  12. Predicting verbal fluency using Word Reading: Implications for premorbid functioning.

    PubMed

    Davis, Andrew S; Finch, W Holmes; Drapeau, Christopher; Nogin, Margarita; E Moss, Lauren; Moore, Brittney

    2016-01-01

    The estimation of premorbid general intellectual functioning using word reading tests has a rich history of validation and is a common assessment practice for neuropsychologists. What is less well-researched is the approach used to estimate premorbid functioning of non-intellectual domains, such as executive functions, including verbal fluency. The current study evaluated this relationship with 41 adult college students who completed the Word Reading subtest of the Wechsler Individual Achievement Test-Second Edition (WIAT-II) and the Verbal Fluency test from the Delis-Kaplan Executive Function System (D-KEFS). Path analysis indicated that only Letter Fluency (a measure of phonemic fluency) was statistically significantly related to Word Reading and the relationship was somewhat weak. The relationship between Category Fluency (a measure of semantic fluency) and Category Switching (a measure of verbal fluency cognitive set-shifting) to Word Reading was nonsignificant. Participants also completed the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III), and as expected a strong relationship was found between Word Reading and the Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale Intelligence Quotient (FSIQ). Results of this study strongly suggest that caution be exercised when extrapolating an estimate of premorbid verbal fluency abilities from measures of word reading.

  13. Trauma team leaders' non-verbal communication: video registration during trauma team training.

    PubMed

    Härgestam, Maria; Hultin, Magnus; Brulin, Christine; Jacobsson, Maritha

    2016-03-25

    There is widespread consensus on the importance of safe and secure communication in healthcare, especially in trauma care where time is a limiting factor. Although non-verbal communication has an impact on communication between individuals, there is only limited knowledge of how trauma team leaders communicate. The purpose of this study was to investigate how trauma team members are positioned in the emergency room, and how leaders communicate in terms of gaze direction, vocal nuances, and gestures during trauma team training. Eighteen trauma teams were audio and video recorded during trauma team training in the emergency department of a hospital in northern Sweden. Quantitative content analysis was used to categorize the team members' positions and the leaders' non-verbal communication: gaze direction, vocal nuances, and gestures. The quantitative data were interpreted in relation to the specific context. Time sequences of the leaders' gaze direction, speech time, and gestures were identified separately and registered as time (seconds) and proportions (%) of the total training time. The team leaders who gained control over the most important area in the emergency room, the "inner circle", positioned themselves as heads over the team, using gaze direction, gestures, vocal nuances, and verbal commands that solidified their verbal message. Changes in position required both attention and collaboration. Leaders who spoke in a hesitant voice, or were silent, expressed ambiguity in their non-verbal communication: and other team members took over the leader's tasks. In teams where the leader had control over the inner circle, the members seemed to have an awareness of each other's roles and tasks, knowing when in time and where in space these tasks needed to be executed. Deviations in the leaders' communication increased the ambiguity in the communication, which had consequences for the teamwork. Communication cannot be taken for granted; it needs to be practiced

  14. The Multiple Control of Verbal Behavior

    PubMed Central

    Michael, Jack; Palmer, David C; Sundberg, Mark L

    2011-01-01

    Amid the novel terms and original analyses in Skinner's Verbal Behavior, the importance of his discussion of multiple control is easily missed, but multiple control of verbal responses is the rule rather than the exception. In this paper we summarize and illustrate Skinner's analysis of multiple control and introduce the terms convergent multiple control and divergent multiple control. We point out some implications for applied work and discuss examples of the role of multiple control in humor, poetry, problem solving, and recall. Joint control and conditional discrimination are discussed as special cases of multiple control. We suggest that multiple control is a useful analytic tool for interpreting virtually all complex behavior, and we consider the concepts of derived relations and naming as cases in point. PMID:22532752

  15. Verbal Memory in Parkinson’s Disease: A Combined DTI and fMRI Study

    PubMed Central

    Lucas-Jiménez, Olaia; Díez-Cirarda, María; Ojeda, Natalia; Peña, Javier; Cabrera-Zubizarreta, Alberto; Ibarretxe-Bilbao, Naroa

    2015-01-01

    Background: While significant progress has been made to determine the functional role of specific gray matter areas underlying verbal memory in Parkinson’s disease (PD), very little is known about the relationship between these regions and their underlying white matter structures. Objective: The objectives of this study were (1) to investigate verbal memory, fractional anisotropy and brain activation differences between PD patients and healthy controls (HC), (2) to explore the neuroanatomical and neurofunctional correlates of verbal memory in PD, and (3) to investigate the relationship between these neuroanatomical and neurofunctional verbal memory correlates in PD. Methods: Functional magnetic resonance imaging (fMRI) while performing a verbal memory paradigm and diffusion tensor imaging data (DTI), were acquired in 37 PD patients and 15 age-, sex-, and education-matched HC. Results: PD patients showed verbal recognition memory impairment, lower fractional anisotropy in the anterior cingulate tract, and lower brain activation in the inferior orbitofrontal cortex compared to HC. Brain activation in the inferior orbitofrontal cortex correlated significantly with verbal recognition memory impairment in PD patients. In addition, a relationship between brain activation in the inferior orbitofrontal cortex and fractional anisotropy of the uncinate fasciculus was found in PD. Conclusions: These results reveal that deficits in verbal memory in PD are accompanied by functional brain activation changes, but also have specific structural correlates related to white matter microstructural integrity. PMID:27070003

  16. The Importance of Form in Skinner's Analysis of Verbal Behavior and a Further Step

    PubMed Central

    Vargas, E. A.

    2013-01-01

    A series of quotes from B. F. Skinner illustrates the importance of form in his analysis of verbal behavior. In that analysis, form plays an important part in contingency control. Form and function complement each other. Function, the array of variables that control a verbal utterance, dictates the meaning of a specified form; form, as stipulated by a verbal community, indicates that meaning. The mediational actions that shape verbal utterances do not necessarily encounter their controlling variables. These are inferred from the form of the verbal utterance. Form carries the burden of implied meaning and underscores the importance of the verbal community in the expression of all the forms of language. Skinner's analysis of verbal behavior and the importance of form within that analysis provides the foundation by which to investigate language. But a further step needs to be undertaken to examine and to explain the abstractions of language as an outcome of action at an aggregate level. PMID:23814376

  17. Early 'visual' cortex activation correlates with superior verbal memory performance in the blind.

    PubMed

    Amedi, Amir; Raz, Noa; Pianka, Pazit; Malach, Rafael; Zohary, Ehud

    2003-07-01

    The visual cortex may be more modifiable than previously considered. Using functional magnetic resonance imaging (fMRI) in ten congenitally blind human participants, we found robust occipital activation during a verbal-memory task (in the absence of any sensory input), as well as during verb generation and Braille reading. We also found evidence for reorganization and specialization of the occipital cortex, along the anterior-posterior axis. Whereas anterior regions showed preference for Braille, posterior regions (including V1) showed preference for verbal-memory and verb generation (which both require memory of verbal material). No such occipital activation was found in sighted subjects. This difference between the groups was mirrored by superior performance of the blind in various verbal-memory tasks. Moreover, the magnitude of V1 activation during the verbal-memory condition was highly correlated with the blind individual's abilities in a variety of verbal-memory tests, suggesting that the additional occipital activation may have a functional role.

  18. [Analyzing consumer preference by using the latest semantic model for verbal protocol].

    PubMed

    Tamari, Yuki; Takemura, Kazuhisa

    2012-02-01

    This paper examines consumers' preferences for competing brands by using a preference model of verbal protocols. Participants were 150 university students, who reported their opinions and feelings about McDonalds and Mos Burger (competing hamburger restaurants in Japan). Their verbal protocols were analyzed by using the singular value decomposition method, and the latent decision frames were estimated. The verbal protocols having a large value in the decision frames could be interpreted as showing attributes that consumers emphasize. Based on the estimated decision frames, we predicted consumers' preferences using the logistic regression analysis method. The results indicate that the decision frames projected from the verbal protocol data explained consumers' preferences effectively.

  19. Verbal Learning and Memory Functions in Adolescents with Reading Disabilities

    ERIC Educational Resources Information Center

    Oyler, James D.; Obrzut, John E.; Asbjornsen, Arve E.

    2012-01-01

    The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…

  20. Verbal and Nonverbal Intelligence Scores within the Context of Poverty

    ERIC Educational Resources Information Center

    Kaya, Fatih; Stough, Laura M.; Juntune, Joyce

    2017-01-01

    This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through…

  1. Teachers' Verbal Abuse: An Update.

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    2001-01-01

    In a case involving a somewhat sarcastic elementary teacher, a Pennsylvania Commonwealth Court reversed the state commissioner of education's affirmation of her dismissal based on persistent negligence. Results of teachers' alleged verbal abuse of students depends on the nature of the claim, not just specific evidence. (MLH)

  2. School Bullying Among US Adolescents: Physical, Verbal, Relational and Cyber

    PubMed Central

    Wang, Jing; Iannotti, Ronald J.; Nansel, Tonja R.

    2009-01-01

    Purpose Four forms of school bullying behaviors among US adolescents and their association with socio-demographic characteristics, parental support and friends were examined. Methods Data were obtained from the Health Behavior in School-Aged Children (HBSC) 2005 Survey, a nationally-representative sample of grades 6 to 10 (N = 7182). The Olweus Bully/Victim Questionnaire was used to measure physical, verbal and relational forms of bullying. Two items were added using the same format to measure cyber bullying. For each form, four categories were created: bully, victim, bully-victim, and not involved. Multinomial logistic regressions were applied, with socio-demographic variables, parental support and number of friends as predictors. Results Prevalence rates of having bullied others or having been bullied at school for at least once in the last 2 months were 20.8% physically, 53.6% verbally, 51.4% socially or 13.6% electronically. Boys were more involved in physical or verbal bullying, while girls were more involved in relational bullying. Boys were more likely to be cyber bullies, while girls were more likely to be cyber victims. African-American adolescents were involved in more bullying (physical, verbal or cyber) but less victimization (verbal or relational). Higher parental support was associated with less involvement across all forms and classifications of bullying. Having more friends was associated with more bullying and less victimization for physical, verbal and relational forms, but was not associated with cyber bullying. Conclusions Parental support may protect adolescents from all four forms of bullying. Friends associate differentially with traditional and cyber bullying. Results indicate that cyber bullying has a distinct nature from traditional bullying. PMID:19766941

  3. Common and distinct brain networks underlying verbal and visual creativity.

    PubMed

    Zhu, Wenfeng; Chen, Qunlin; Xia, Lingxiang; Beaty, Roger E; Yang, Wenjing; Tian, Fang; Sun, Jiangzhou; Cao, Guikang; Zhang, Qinglin; Chen, Xu; Qiu, Jiang

    2017-04-01

    Creativity is imperative to the progression of human civilization, prosperity, and well-being. Past creative researches tends to emphasize the default mode network (DMN) or the frontoparietal network (FPN) somewhat exclusively. However, little is known about how these networks interact to contribute to creativity and whether common or distinct brain networks are responsible for visual and verbal creativity. Here, we use functional connectivity analysis of resting-state functional magnetic resonance imaging data to investigate visual and verbal creativity-related regions and networks in 282 healthy subjects. We found that functional connectivity within the bilateral superior parietal cortex of the FPN was negatively associated with visual and verbal creativity. The strength of connectivity between the DMN and FPN was positively related to both creative domains. Visual creativity was negatively correlated with functional connectivity within the precuneus of the pDMN and right middle frontal gyrus of the FPN, and verbal creativity was negatively correlated with functional connectivity within the medial prefrontal cortex of the aDMN. Critically, the FPN mediated the relationship between the aDMN and verbal creativity, and it also mediated the relationship between the pDMN and visual creativity. Taken together, decreased within-network connectivity of the FPN and DMN may allow for flexible between-network coupling in the highly creative brain. These findings provide indirect evidence for the cooperative role of the default and executive control networks in creativity, extending past research by revealing common and distinct brain systems underlying verbal and visual creative cognition. Hum Brain Mapp 38:2094-2111, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  4. Drama to promote non-verbal communication skills.

    PubMed

    Kelly, Martina; Nixon, Lara; Broadfoot, Kirsten; Hofmeister, Marianna; Dornan, Tim

    2018-05-23

    Non-verbal communication skills (NVCS) help physicians to deliver relationship-centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high-quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'. Workshops based on drama exercises were designed to heighten an awareness of sight, hearing, touch and proxemics in non-verbal communication. These were conducted at eight medical education conferences, held between 2014 and 2016, and were open to all conference participants. Workshops were evaluated by recording narrative data generated during the workshops and an open-ended questionnaire following the workshop. Data were analysed qualitatively, using thematic analysis. Non-verbal communication skills help doctors to deliver relationship-centred care RESULTS: One hundred and twelve participants attended workshops, 73 (65%) of whom completed an evaluation form: 56 physicians, nine medical students and eight non-physician faculty staff. Two themes were described: an increased awareness of NVCS and the importance of NVCS in relationship building. Drama exercises enabled participants to experience NVCS, such as sight, sound, proxemics and touch, in novel ways. Participants reflected on how NCVS contribute to developing trust and building relationships in clinical practice. Drama-based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  5. Hemispheric Lateralization of Verbal and Spatial Working Memory during Adolescence

    ERIC Educational Resources Information Center

    Nagel, Bonnie J.; Herting, Megan M.; Maxwell, Emily C.; Bruno, Richard; Fair, Damien

    2013-01-01

    Adult functional magnetic resonance imaging (fMRI) literature suggests that a left-right hemispheric dissociation may exist between verbal and spatial working memory (WM), respectively. However, investigation of this type has been obscured by incomparable verbal and spatial WM tasks and/or visual inspection at arbitrary thresholds as means to…

  6. Non-Verbal Communication Training: An Avenue for University Professionalizing Programs?

    ERIC Educational Resources Information Center

    Gazaille, Mariane

    2011-01-01

    In accordance with today's workplace expectations, many university programs identify the ability to communicate as a crucial asset for future professionals. Yet, if the teaching of verbal communication is clearly identifiable in most university programs, the same cannot be said of non-verbal communication (NVC). Knowing the importance of the…

  7. The Effects of Forensics Training on Verbal Aggression and Argumentativeness.

    ERIC Educational Resources Information Center

    Colbert, Kent R.; Dorff, Todd

    A study focused on the effects of forensic participation on two specific traits--argumentativeness and verbal aggression. Two hundred eighty-one high school forensic students participating at a large western forensic tournament in the beginning of the 1990 academic year completed D. A. Infante's Argumentative and Verbal Aggression Scales. Results…

  8. Teachers' Use of a Verbally Governed Algorithm and Student Learning

    ERIC Educational Resources Information Center

    Keohane, Dolleen-Day; Greer, R. Douglas

    2005-01-01

    The effects of instructing teachers in the use of a verbally governed algorithm to solve students' learning problems were measured. The teachers were taught to analyze students' responses to instruction using a strategic protocol, which included a series of verbally governed questions. The study was designed to determine whether the instructional…

  9. Verbal Intrusions Precede Memory Decline in Adults with Down Syndrome

    ERIC Educational Resources Information Center

    Kittler, P.; Krinsky-McHale, S. J.; Devenny, D. A.

    2006-01-01

    Background: Verbal intrusion errors are irrelevant responses made in the course of verbal memory retrieval or language production that have been associated with disruption of executive functions and the prefrontal cortex. They have been observed to occur more frequently both with normal aging and with neurodegenerative diseases such as Alzheimer's…

  10. A Comparison of Verbal and Written Language in Alzheimer's Disease

    ERIC Educational Resources Information Center

    Groves-Wright, Kathy; Neils-Strunjas, Jean; Burnett, Rebecca; O'Neill, Mary Jane

    2004-01-01

    Few studies have examined characteristics of both verbal and written language of individuals with Alzheimer's disease (AD). This study used parallel measures (picture description, word fluency, spelling to dictation, and confrontational naming) to compare verbal and written language of individuals with mild AD, moderate AD, and normal controls (14…

  11. Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome

    ERIC Educational Resources Information Center

    Levorato, Maria Chiara; Roch, Maja; Florit, Elena

    2011-01-01

    This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1…

  12. Verbal-spatial and visuospatial coding of power-space interactions.

    PubMed

    Dai, Qiang; Zhu, Lei

    2018-05-10

    A power-space interaction, which denotes the phenomenon that people responded faster to powerful words when they are placed higher in a visual field and faster to powerless words when they are placed lower in a visual field, has been repeatedly found. The dominant explanation of this power-space interaction is that it results from a tight correspondence between the representation of power and visual space (i.e., a visuospatial coding account). In the present study, we demonstrated that the interaction between power and space could be also based on a verbal-spatial coding in absence of any vertical spatial information. Additionally, the verbal-spatial coding was dominant in driving the power-space interaction when verbal space was contrasted with the visual space. Copyright © 2018 Elsevier Inc. All rights reserved.

  13. Verbal intelligence in bilinguals when measured in L1 and L2.

    PubMed

    Ardila, Alfredo; Lopez-Recio, Alexandra; Sakowitz, Ariel; Sanchez, Estefania; Sarmiento, Stephanie

    2018-04-04

    This study was aimed at studying the Verbal IQ in two groups of Spanish/English bilinguals: simultaneous and early sequential bilinguals. 48 Spanish/English bilinguals born in the U.S. or Latin American countries but moving to United States before the age of 10 were selected. The verbal subtests of the Wechsler Adult Intelligence Scale (English and Spanish) - Third Edition (WAIS-III) was administered. Overall, performance was significantly better in English for both groups of bilinguals. Verbal IQ difference when tested in Spanish and English was about one standard deviation higher in English for simultaneous bilinguals, and about half standard deviation for early sequential bilinguals. In both groups, Verbal IQ in English was about 100; considering the level of education of our sample (bachelor degree, on average), it can be assumed that Verbal IQ in English was lower than expected, suggesting that bilinguals may be penalized even when evaluated in the dominant language.

  14. Verbal Bullying Changes Among Students Following an Educational Intervention Using the Integrated Model for Behavior Change.

    PubMed

    Naidoo, Saloshni; Satorius, Benn K; de Vries, Hein; Taylor, Myra

    2016-11-01

    Bullying behavior in schools can lead to psychosocial problems. School-based interventions are important in raising student awareness, developing their skills and in planning to reduce bullying behavior. A randomized controlled trial, using a school-based educational intervention to reduce verbal bullying, was conducted among grade 10 students in 16 urban and rural schools in KwaZulu-Natal, South Africa in 2013. Baseline and postintervention questionnaires, developed using the Integrated Model for Behavior Change theoretical model, were used to assess changes in verbal bullying. Postintervention there were reduced verbal bullying experiences. Improved social norms and awareness of verbal bullying were associated with reduced verbal bullying experiences and behavior. Although less likely to bully others verbally, girls were more likely to experience verbal bullying. Students with no living father were more likely to bully others verbally. The study findings indicate that a school-based intervention can positively impact on verbal bullying experiences and behavior. © 2016, American School Health Association.

  15. Consistency between verbal and non-verbal affective cues: a clue to speaker credibility.

    PubMed

    Gillis, Randall L; Nilsen, Elizabeth S

    2017-06-01

    Listeners are exposed to inconsistencies in communication; for example, when speakers' words (i.e. verbal) are discrepant with their demonstrated emotions (i.e. non-verbal). Such inconsistencies introduce ambiguity, which may render a speaker to be a less credible source of information. Two experiments examined whether children make credibility discriminations based on the consistency of speakers' affect cues. In Experiment 1, school-age children (7- to 8-year-olds) preferred to solicit information from consistent speakers (e.g. those who provided a negative statement with negative affect), over novel speakers, to a greater extent than they preferred to solicit information from inconsistent speakers (e.g. those who provided a negative statement with positive affect) over novel speakers. Preschoolers (4- to 5-year-olds) did not demonstrate this preference. Experiment 2 showed that school-age children's ratings of speakers were influenced by speakers' affect consistency when the attribute being judged was related to information acquisition (speakers' believability, "weird" speech), but not general characteristics (speakers' friendliness, likeability). Together, findings suggest that school-age children are sensitive to, and use, the congruency of affect cues to determine whether individuals are credible sources of information.

  16. Apathy and Reduced Speed of Processing Underlie Decline in Verbal Fluency following DBS

    PubMed Central

    Foltynie, Tom; Zrinzo, Ludvic; Hyam, Jonathan A.; Limousin, Patricia

    2017-01-01

    Objective. Reduced verbal fluency is a strikingly uniform finding following deep brain stimulation (DBS) for Parkinson's disease (PD). The precise cognitive mechanism underlying this reduction remains unclear, but theories have suggested reduced motivation, linguistic skill, and/or executive function. It is of note, however, that previous reports have failed to consider the potential role of any changes in speed of processing. Thus, the aim of this study was to examine verbal fluency changes with a particular focus on the role of cognitive speed. Method. In this study, 28 patients with PD completed measures of verbal fluency, motivation, language, executive functioning, and speed of processing, before and after DBS. Results. As expected, there was a marked decline in verbal fluency but also in a timed test of executive functions and two measures of speed of processing. Verbal fluency decline was associated with markers of linguistic and executive functioning, but not after speed of processing was statistically controlled for. In contrast, greater decline in verbal fluency was associated with higher levels of apathy at baseline, which was not associated with changes in cognitive speed. Discussion. Reduced generativity and processing speed may account for the marked reduction in verbal fluency commonly observed following DBS. PMID:28408788

  17. Apathy and Reduced Speed of Processing Underlie Decline in Verbal Fluency following DBS.

    PubMed

    Foley, Jennifer A; Foltynie, Tom; Zrinzo, Ludvic; Hyam, Jonathan A; Limousin, Patricia; Cipolotti, Lisa

    2017-01-01

    Objective . Reduced verbal fluency is a strikingly uniform finding following deep brain stimulation (DBS) for Parkinson's disease (PD). The precise cognitive mechanism underlying this reduction remains unclear, but theories have suggested reduced motivation, linguistic skill, and/or executive function. It is of note, however, that previous reports have failed to consider the potential role of any changes in speed of processing. Thus, the aim of this study was to examine verbal fluency changes with a particular focus on the role of cognitive speed. Method . In this study, 28 patients with PD completed measures of verbal fluency, motivation, language, executive functioning, and speed of processing, before and after DBS. Results . As expected, there was a marked decline in verbal fluency but also in a timed test of executive functions and two measures of speed of processing. Verbal fluency decline was associated with markers of linguistic and executive functioning, but not after speed of processing was statistically controlled for. In contrast, greater decline in verbal fluency was associated with higher levels of apathy at baseline, which was not associated with changes in cognitive speed. Discussion . Reduced generativity and processing speed may account for the marked reduction in verbal fluency commonly observed following DBS.

  18. Specific Verbal Memory Measures May Distinguish Alzheimer's Disease from Dementia with Lewy Bodies.

    PubMed

    Bussè, Cinzia; Anselmi, Pasquale; Pompanin, Sara; Zorzi, Giovanni; Fragiacomo, Federica; Camporese, Giulia; Di Bernardo, Gian Antonio; Semenza, Carlo; Caffarra, Paolo; Cagnin, Annachiara

    2017-01-01

    Standard measures of commonly used memory tests may not be appropriate to distinguish different neurodegenerative diseases affecting memory. To study whether specific measures of verbal memory obtained with the Rey Auditory Verbal Learning test (RAVLT) could help distinguish dementia with Lewy bodies (DLB) from Alzheimer's disease (AD). Twenty-nine DLB and 32 AD patients participated in the study and were followed longitudinally for 3 years until the diagnosis was confirmed according to standard clinical criteria. Twenty-eight healthy elderly subjects served as controls. The following verbal memory measures were evaluated: verbal learning (VL), verbal forgetting (VF), percentage of verbal forgetting (VF%), and serial position effects of the immediate recall performance. DLB and AD groups have comparable performances at the RAVLT immediate and delayed recall tasks. However, VL was higher in DLB than AD while VF% was greater in AD. With a VF% cut-off ≥75%, AD and DLB patients were differently distributed, with 58% of AD versus 21% of DLB above this cut-off. The recency effect was significant higher in AD than DLB. DLB patients had a better performance in VL than AD, but worse VF and recency effect. These specific measures of verbal memory could be used as cognitive markers in the differential diagnosis between these two conditions.

  19. Exploring physicians' verbal and nonverbal responses to cues/concerns: Learning from incongruent communication.

    PubMed

    Gorawara-Bhat, R; Hafskjold, L; Gulbrandsen, P; Eide, H

    2017-11-01

    Explore physicians' verbal and nonverbal responses to cues/concerns in consultations with older-patients. Two teams independently coded a sample of Norwegian consultations (n=24) on verbal and nonverbal dimensions of communication using VR-CoDES and NDEPT instruments. Consultations exploring older-patients' verbal emotional expressions were labeled 'Acknowledging of patients' emotional expressions', and 'Distancing from patients' emotional expressions.' Based on type and extent of nonverbal expressiveness, consultations were labeled 'Affective' and 'Prescriptive.' Congruency of verbal and nonverbal communication was assessed and categorized into four types. Incongruent consultations were qualitatively analyzed. Types 1 and 2 consultations were described as 'Congruent,' i.e. both verbal and nonverbal behaviors facilitate or inhibit emotional expressions. Types 3 and 4 were considered 'Incongruent,' i.e. verbal inhibits, but nonverbal facilitates emotional expressions or vice versa. Type 3 incongruent encounters occurred most often when it was challenging to meet patients' needs. Frequently physicians' display incongruent behavior in challenging situations. Older patients' may perceive this as either alleviating or increasing distress, depending on their needs. Type 3 consultations may shed light on reasons for physicians' incongruent behavior; therefore, independent measurement and analyses of verbal and nonverbal communication are recommended. Older-patients' perceptions of incongruent communication should be further explored. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. [Verbal and gestural communication in interpersonal interaction with Alzheimer's disease patients].

    PubMed

    Schiaratura, Loris Tamara; Di Pastena, Angela; Askevis-Leherpeux, Françoise; Clément, Sylvain

    2015-03-01

    Communication can be defined as a verbal and non verbal exchange of thoughts and emotions. While verbal communication deficit in Alzheimer's disease is well documented, very little is known about gestural communication, especially in interpersonal situations. This study examines the production of gestures and its relations with verbal aspects of communication. Three patients suffering from moderately severe Alzheimer's disease were compared to three healthy adults. Each one were given a series of pictures and asked to explain which one she preferred and why. The interpersonal interaction was video recorded. Analyses concerned verbal production (quantity and quality) and gestures. Gestures were either non representational (i.e., gestures of small amplitude punctuating speech or accentuating some parts of utterance) or representational (i.e., referring to the object of the speech). Representational gestures were coded as iconic (depicting of concrete aspects), metaphoric (depicting of abstract meaning) or deictic (pointing toward an object). In comparison with healthy participants, patients revealed a decrease in quantity and quality of speech. Nevertheless, their production of gestures was always present. This pattern is in line with the conception that gestures and speech depend on different communicational systems and look inconsistent with the assumption of a parallel dissolution of gesture and speech. Moreover, analyzing the articulation between verbal and gestural dimensions suggests that representational gestures may compensate for speech deficits. It underlines the importance for the role of gestures in maintaining interpersonal communication.

  1. Individual differences in verbal creative thinking are reflected in the precuneus.

    PubMed

    Chen, Qun-Lin; Xu, Ting; Yang, Wen-Jing; Li, Ya-Dan; Sun, Jiang-Zhou; Wang, Kang-Cheng; Beaty, Roger E; Zhang, Qing-Lin; Zuo, Xi-Nian; Qiu, Jiang

    2015-08-01

    There have been many structural and functional imaging studies of creative thinking, but combining structural and functional magnetic resonance imaging (MRI) investigations with respect to creative thinking is still lacking. Thus, the aim of the present study was to explore the associations among inter-individual verbal creative thinking and both regional homogeneity and cortical morphology of the brain surface. We related the local functional homogeneity of spontaneous brain activity to verbal creative thinking and its dimensions--fluency, originality, and flexibility--by examining these inter-individual differences in a large sample of 268 healthy college students. Results revealed that people with high verbal creative ability and high scores for the three dimensions of creativity exhibited lower regional functional homogeneity in the right precuneus. Both cortical volume and thickness of the right precuneus were positively associated with individual verbal creativity and its dimensions. Moreover, originality was negatively correlated with functional homogeneity in the left superior frontal gyrus and positively correlated with functional homogeneity in the right occipito-temporal gyrus. In contrast, flexibility was positively correlated with functional homogeneity in the left superior and middle occipital gyrus. These findings provide additional evidence of a link between verbal creative thinking and brain structure in the right precuneus--a region involved in internally--focused attention and effective semantic retrieval-and further suggest that local functional homogeneity of verbal creative thinking has neurobiological relevance that is likely based on anatomical substrates. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Verbal memory decline from hippocampal depth electrodes in temporal lobe surgery for epilepsy.

    PubMed

    Ljung, Hanna; Nordlund, Arto; Strandberg, Maria; Bengzon, Johan; Källén, Kristina

    2017-12-01

    To explore whether patients with refractory mesial temporal lobe epilepsy risk aggravated verbal memory loss from intracranial electroencephalography (EEG) recording with longitudinal hippocampal electrodes in the language-dominant hemisphere. A long-term neuropsychological follow-up (mean 61.5 months, range 22-111 months) was performed in 40 patients after ictal registration with left hippocampal depth electrodes (study group, n = 16) or no invasive EEG, only extracranial registration (reference group, n = 24). The groups were equal with respect to education, age at seizure onset, epilepsy duration, and prevalence of pharmacoresistant temporal lobe epilepsy (TLE; 75%) versus seizure freedom (25%). Retrospective neuropsychological data from preoperative surgical workup (T1) and prospective follow-up neuropsychological data (T2) were compared. A ≥1 SD intrapatient decline was considered as clinically relevant deterioration of verbal memory. Significant decline in verbal memory was seen in 56% of the patients in the study group compared to 21% in the reference group. At T1, there were no statistical between-group differences in memory performance. At T2, between-group comparison showed significantly greater verbal memory decline for the study group (Claeson Dahl Learning and Retention Test, Verbal Learning: p = 0.05; Rey Auditory Verbal Learning Test, Total Learning: p = 0.04; Claeson Dahl Learning and Retention Test, Verbal Retention: p = 0.04). An odds ratio (OR) of 7.1 (90% confidence interval [CI] 1.3-37.7) for verbal memory decline was seen if right temporal lobe resection (R TLR) had been performed between T1 and T2. The difference between groups remained unchanged when patients who had undergone R TLR were excluded from the analysis, with a remaining aggravated significant decline in verbal memory performance for the study group compared to the reference group. Our results suggest a risk of verbal memory deterioration after the use of depth electrodes along

  3. On the effectiveness of vocal imitations and verbal descriptions of sounds.

    PubMed

    Lemaitre, Guillaume; Rocchesso, Davide

    2014-02-01

    Describing unidentified sounds with words is a frustrating task and vocally imitating them is often a convenient way to address the issue. This article reports on a study that compared the effectiveness of vocal imitations and verbalizations to communicate different referent sounds. The stimuli included mechanical and synthesized sounds and were selected on the basis of participants' confidence in identifying the cause of the sounds, ranging from easy-to-identify to unidentifiable sounds. The study used a selection of vocal imitations and verbalizations deemed adequate descriptions of the referent sounds. These descriptions were used in a nine-alternative forced-choice experiment: Participants listened to a description and picked one sound from a list of nine possible referent sounds. Results showed that recognition based on verbalizations was maximally effective when the referent sounds were identifiable. Recognition accuracy with verbalizations dropped when identifiability of the sounds decreased. Conversely, recognition accuracy with vocal imitations did not depend on the identifiability of the referent sounds and was as high as with the best verbalizations. This shows that vocal imitations are an effective means of representing and communicating sounds and suggests that they could be used in a number of applications.

  4. A Dictionary of Hindi Verbal Expressions (Hindi-English). Final Report.

    ERIC Educational Resources Information Center

    Bahl, Kali Charan, Comp.

    This dictionary covers approximately 28,277 verbal expressions in modern standard Hindi and their rendered English equivalents. The study lists longer verbal expressions which are generally matched by single verbs in English. The lexicographer notes that the majority of entries in this dictionary do not appear in their present form in most other…

  5. Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study.

    PubMed

    Poloczek, Sebastian; Henry, Lucy A; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David J; Schuchardt, Kirsten; Molen, Mariët J van der

    2016-11-01

    There is a long-held view that verbal short-term memory problems of individuals with intellectual disabilities (ID) might be due to a deficit in verbal rehearsal. However, the evidence is inconclusive and word length effects as indicator of rehearsal have been criticised. The aim of this multi-site European study was to investigate verbal rehearsal in adolescents with mild ID (n=90) and a comparison group of typically developing children matched individually for mental age (MA, n=90). The investigation involved: (1) a word length experiment with non-verbal recall using pointing and (2) 'self-paced' inspection times to infer whether verbal strategies were utilised when memorising a set of pictorial items. The word length effect on recall did not interact with group, suggesting that adolescents with ID and MA comparisons used similar verbal strategies, possibly phonological recoding of picture names. The inspection time data suggested that high span individuals in both groups used verbal labelling or single item rehearsal on more demanding lists, as long named items had longer inspection times. The findings suggest that verbal strategy use is not specifically impaired in adolescents with mild ID and is mental age appropriate, supporting a developmental perspective. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. The impact of culture and education on non-verbal neuropsychological measurements: a critical review.

    PubMed

    Rosselli, Mónica; Ardila, Alfredo

    2003-08-01

    Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented.

  7. Substitution of California Verbal Learning Test, second edition for Verbal Paired Associates on the Wechsler Memory Scale, fourth edition.

    PubMed

    Miller, Justin B; Axelrod, Bradley N; Rapport, Lisa J; Hanks, Robin A; Bashem, Jesse R; Schutte, Christian

    2012-01-01

    Two common measures used to evaluate verbal learning and memory are the Verbal Paired Associates (VPA) subtest from the Wechsler Memory Scales (WMS) and the second edition of the California Verbal Learning Test (CVLT-II). For the fourth edition of the WMS, scores from the CVLT-II can be substituted for VPA; the present study sought to examine the validity of the substitution. For each substitution, paired-samples t tests were conducted between original VPA scaled scores and scaled scores obtained from the CVLT-II substitution to evaluate comparability. Similar comparisons were made at the index score level. At the index score level, substitution resulted in significantly lower scores for the AMI (p = .03; r = .13) but not for the IMI (p = .29) or DMI (p = .09). For the subtest scores, substituted scaled scores for VPA were not significantly different from original scores for the immediate recall condition (p = .20) but were significantly lower at delayed recall (p = .01). These findings offer partial support for the substitution. For both the immediate and delayed conditions, the substitution produced generally lower subtest scores compared to original VPA subtest scores.

  8. Reexamining the Relationship between Verbal Knowledge Background and Keyword Training for Vocabulary Acquisition

    PubMed

    Hogben; Lawson

    1997-07-01

    The literature on keyword training presents a confusing picture of the usefulness of the keyword method for foreign language vocabulary learning by students with strong verbal knowledge backgrounds. This paper reviews research which notes the existence of conflicting sets of findings concerning the verbal background-keyword training relationship and presents the results of analyses which argue against the assertion made by McDaniel and Pressley (1984) that keyword training will have minimal effect on students with high verbal ability. Findings from regression analyses of data from two studies did not show that the relationship between keyword training and immediate recall performance was moderated by verbal knowledge background. The disparate sets of findings related to the keyword training-verbal knowledge relationship and themes emerging from other research suggest that this relationship requires further examination.

  9. Using a verbal prompt to increase protein consumption in a hospital setting: a field study.

    PubMed

    van der Zanden, Lotte D T; van Essen, Harmen; van Kleef, Ellen; de Wijk, René A; van Trijp, Hans C M

    2015-09-17

    Sufficient protein intake among hospitalized patients may contribute to faster recovery and a decrease in healthcare costs. Nevertheless, hospitalized patients are often found to consume too little protein. This field study explored the success of a small, inexpensive intervention adapted from the marketing literature, to encourage protein consumption among hospitalized patients. The study was performed at a hospital where patients order food by calling to the meal service. The intervention consisted of a verbal prompt: "Would you like some [target product] with that?", which was presented to patients by trained telephone operators, after patients finished ordering their lunch. Target products were two foods rich in protein; fruit quark and yoghurt drink. For half of the patients, the verbal prompt was preceded by verbal praise on their lunch order, which was aimed to increase compliance with the verbal prompt. Three hundred and fifteen hospitalized patients, aged 18-87 years took part in the study. Verbal prompts significantly increased ordering of the target products nearly sevenfold (from ordering by 6.5% of patients to 45.2% of patients). Protein content of ordered lunch and all food orders of the day combined showed a trend, with orders of patients receiving only a verbal prompt or a verbal prompt and verbal praise containing a larger amount of protein than lunch orders of patients in the control condition. At an individual level, protein content of ordered food increased significantly, reaching the 25-30 g of protein per main meal recommended by dieticians of the hospital. Verbal praise did not increase compliance with the verbal prompt. Patients consumed most or all of the target product and verbal prompts were not perceived to be obtrusive. Although changing eating patterns is challenging, this study shows that simple interventions such as verbal prompts may be useful tools for health professionals to stimulate healthy food consumption among patients during

  10. Some Implications of a Behavioral Analysis of Verbal Behavior for Logic and Mathematics

    PubMed Central

    2013-01-01

    The evident power and utility of the formal models of logic and mathematics pose a puzzle: Although such models are instances of verbal behavior, they are also essentialistic. But behavioral terms, and indeed all products of selection contingencies, are intrinsically variable and in this respect appear to be incommensurate with essentialism. A distinctive feature of verbal contingencies resolves this puzzle: The control of behavior by the nonverbal environment is often mediated by the verbal behavior of others, and behavior under control of verbal stimuli is blind to the intrinsic variability of the stimulating environment. Thus, words and sentences serve as filters of variability and thereby facilitate essentialistic model building and the formal structures of logic, mathematics, and science. Autoclitic frames, verbal chains interrupted by interchangeable variable terms, are ubiquitous in verbal behavior. Variable terms can be substituted in such frames almost without limit, a feature fundamental to formal models. Consequently, our fluency with autoclitic frames fosters generalization to formal models, which in turn permit deduction and other kinds of logical and mathematical inference. PMID:28018038

  11. Developmental Changes in the Effect of Verbal, Non-verbal, and Spatial-Positional Cues for Memory

    ERIC Educational Resources Information Center

    Derevensky, Jeffrey

    1976-01-01

    Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children's use of verbal, nonverbal, and spatial-positional cues for memory. (Editor)

  12. Verbal Understanding and Pavlovian Processes

    ERIC Educational Resources Information Center

    Tonneau, François

    2004-01-01

    The behavioral processes through which people react appropriately to verbal descriptions remain poorly understood. I argue here that these processes are Pavlovian. Common objections to a Pavlovian account of symbolic behavior evidence a lack of familiarity with the relevant data or misunderstandings of operant theory. Although much remains to be…

  13. Predictors of Verbal Working Memory in Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan

    2009-01-01

    The goal of the present study was to examine the precursors of verbal working memory in 52 children with cerebral palsy with varying degrees of speech impairments in the first grade of special education. Following Baddeley's model of working memory, children's verbal working memory was measured by means of a forced-recognition task. As precursors…

  14. Context, culture and (non-verbal) communication affect handover quality.

    PubMed

    Frankel, Richard M; Flanagan, Mindy; Ebright, Patricia; Bergman, Alicia; O'Brien, Colleen M; Franks, Zamal; Allen, Andrew; Harris, Angela; Saleem, Jason J

    2012-12-01

    Transfers of care, also known as handovers, remain a substantial patient safety risk. Although research on handovers has been done since the 1980s, the science is incomplete. Surprisingly few interventions have been rigorously evaluated and, of those that have, few have resulted in long-term positive change. Researchers, both in medicine and other high reliability industries, agree that face-to-face handovers are the most reliable. It is not clear, however, what the term face-to-face means in actual practice. We studied the use of non-verbal behaviours, including gesture, posture, bodily orientation, facial expression, eye contact and physical distance, in the delivery of information during face-to-face handovers. To address this question and study the role of non-verbal behaviour on the quality and accuracy of handovers, we videotaped 52 nursing, medicine and surgery handovers covering 238 patients. Videotapes were analysed using immersion/crystallisation methods of qualitative data analysis. A team of six researchers met weekly for 18 months to view videos together using a consensus-building approach. Consensus was achieved on verbal, non-verbal, and physical themes and patterns observed in the data. We observed four patterns of non-verbal behaviour (NVB) during handovers: (1) joint focus of attention; (2) 'the poker hand'; (3) parallel play and (4) kerbside consultation. In terms of safety, joint focus of attention was deemed to have the best potential for high quality and reliability; however, it occurred infrequently, creating opportunities for education and improvement. Attention to patterns of NVB in face-to-face handovers coupled with education and practice can improve quality and reliability.

  15. Effects of prenatal methamphetamine exposure on verbal memory revealed with fMRI

    PubMed Central

    Lu, Lisa H.; Johnson, Arianne; O’Hare, Elizabeth D.; Bookheimer, Susan Y.; Smith, Lynne M.; O’Connor, Mary J.; Sowell, Elizabeth R.

    2009-01-01

    Objective Efforts to understand specific effects of prenatal methamphetamine exposure on cognitive processing are hampered by high rates of concomitant alcohol use during pregnancy. We examined whether neurocognitive systems differed among children with differing prenatal teratogenic exposures when they engaged in a verbal memory task. Patients and Methods Participants (7-15 years old) engaged in a verbal paired associate learning task while undergoing functional magnetic resonance imaging. The MA group included 14 children with prenatal methamphetamine exposure, 12 of whom had concomitant alcohol exposure. They were compared to 9 children with prenatal alcohol but not methamphetamine exposure (ALC) and 20 unexposed controls (CON). Groups did not differ in age, gender, or socioeconomic status. Participants’ IQ and verbal learning performance were measured using standardized instruments. Results The MA group activated more diffuse brain regions, including bilateral medial temporal structures known to be important for memory, than both the ALC and the CON groups. These group differences remained after IQ was covaried. More activation in medial temporal structures by the MA group compared to the ALC group cannot be explained by performance differences because both groups performed at similar levels on the verbal memory task. Conclusions More diffuse activation in the MA group during verbal memory may reflect recruitment of compensatory systems to support a weak verbal memory network. Differences in activation patterns between the MA and ALC groups suggest that prenatal MA exposure influences the development of the verbal memory system above and beyond effects of prenatal alcohol exposure. PMID:19525715

  16. The Relationship between Young Children's Drawings and Verbal Descriptions of a Common Object.

    ERIC Educational Resources Information Center

    Shapiro, Lauren R.; Strommen, Erik F.

    A study compared the content of children's drawings and verbal descriptions of a house. Drawing and verbal descriptions were collected in two sessions separated by a 1-week interval Participants were 16 children of 5 and 6 years of age who were in day care. Comparison of defining features in verbal and graphic descriptions revealed a distinction…

  17. Can Verbally Aggressive Messages in the Instructor-Student Relationship Be Constructive?

    ERIC Educational Resources Information Center

    Martin, Matthew M.; Dunleavy, Katie Neary; Kennedy-Lightsey, Carrie

    2010-01-01

    How instructors communicate with their students impacts their students' instructional attitudes, motivations, and behaviors. Verbal aggression in the classroom often leads to negative instructional and relational outcomes (Infante, 1995; Myers, 2001; Myers & Knox, 2000; Myers & Rocca, 2001). This study investigated whether verbally aggressive…

  18. Recent research on emergent verbal behavior: clinical applications and future directions.

    PubMed

    Grow, Laura L; Kodak, Tiffany

    2010-01-01

    This paper describes recent studies that have evaluated the functional independence of verbal operants. Procedures that facilitate the emergence of untrained verbal operants and important areas of future research to increase efficiency of language programs for children diagnosed with developmental disabilities are discussed.

  19. "Date with an Angel": A Non-Verbal Communication Teaching Tip.

    ERIC Educational Resources Information Center

    Long, Toni

    This paper presents a strategy for teaching non-verbal communication skills to students in high school or college. The strategy uses the movie "Date with an Angel" to teach the non-verbal skills. According to the paper, the activity can be used at the beginning of a unit or course to get the students interested in important…

  20. Binding of Verbal and Spatial Features in Auditory Working Memory

    ERIC Educational Resources Information Center

    Maybery, Murray T.; Clissa, Peter J.; Parmentier, Fabrice B. R.; Leung, Doris; Harsa, Grefin; Fox, Allison M.; Jones, Dylan M.

    2009-01-01

    The present study investigated the binding of verbal identity and spatial location in the retention of sequences of spatially distributed acoustic stimuli. Study stimuli varying in verbal content and spatial location (e.g. V[subscript 1]S[subscript 1], V[subscript 2]S[subscript 2], V[subscript 3]S[subscript 3], V[subscript 4]S[subscript 4]) were…

  1. A verbal behavior analysis of auditory hallucinations

    PubMed Central

    Burns, Caleb E. S.; Heiby, Elaine M.; Tharp, Roland G.

    1983-01-01

    A review of recent research on the non-medical control of auditory hallucinations is presented. It is suggested that the decreases in hallucinatory behavior obtained in studies using aversive contingencies may be attributable to the disruption of the chains of behavior involved. The results of several additional studies are interpreted as indicating that methods of stimulus control and the use of incompatible behaviors may be effective in reducing the rate of auditory hallucinations. Research relating auditory hallucinations to subvocalizations is presented in support of the view that hallucinatory phenomena are sometimes related to the subject's own vocal productions. Skinner's views (1934, 1936, 1953, 1957, 1980) are then presented as possible explanations of some hallucinatory behavior. It is suggested that some auditory hallucinations consit of the mishearing of environmental and physiological stimuli as voices in a fashion similar to that which Skinner observed in his work with the verbal summator. The maintenance of long chains of such responses may be largely attributable to self-intraverbal influences (such as are present during automatic writing). With some auditory hallucinations, this progression involves first mishearing ambiguous stimuli as voices and then attributing the voices to some cause (e.g., insanity, the television, radio, or God). Later, the frequent and ongoing chains of such behavior may contaminate other verbal responses. Such verbal behavior may be parasitic on “normal verbal behavior” (and hence, not directly dependent on consquences for maintenance), may be cued by various stimuli (including respiration), and may interfere with other covert and overt behavior. Several studies to investigate this view are presented. It is hoped that such research will lead to a better understanding of the major issues involved in the etiology and treatment of auditory hallucinations in particular and perhaps of psychosis in general. PMID:22478583

  2. Sexual coercion, verbal aggression, and condom use consistency among college students.

    PubMed

    Fair, Cynthia D; Vanyur, Jennifer

    2011-01-01

    The relationship between condom use and 2 less visible categories of intimate partner violence (IPV), sexual coercion and verbal aggression, was examined among college students. In March 2007 a random cross-sectional sample of undergraduates from the southeast region of the United States was taken to collect information about sexual coercion and verbal aggression, in addition to condom use consistency. Alcohol use was also assessed. Of the 142 participants, 31.7% reported being victims of sexual coercion, and 78% reported having verbally aggressive partners. Participants who reported experiencing sexual coercion in their relationship were significantly less likely to consistently use condoms. Additionally, alcohol use before or during episodes of verbal aggression was negatively associated with condom use. Alcohol use was also significantly associated with heightened incidents of coercion and aggression. Results indicate that among college students, the presence of sexual coercion adversely affects condom use, as does alcohol use.

  3. Reprint of "Mathematics as verbal behavior".

    PubMed

    Marr, M Jackson

    2015-05-01

    "Behavior which is effective only through the mediation of other persons has so many distinguishing dynamic and topographical properties that a special treatment is justified and indeed demanded" (Skinner, 1957, p. 2). Skinner's demand for a special treatment of verbal behavior can be extended within that field to domains such as music, poetry, drama, and the topic of this paper: mathematics. For centuries, mathematics has been of special concern to philosophers who have continually argued to the present day about what some deem its "special nature." Two interrelated principal questions have been: (1) Are the subjects of mathematical interest pre-existing in some transcendental realm and thus are "discovered" as one might discover a new planet; and (2) Why is mathematics so effective in the practices of science and engineering even though originally such mathematics was "pure" with applications neither contemplated or even desired? I argue that considering the actual practice of mathematics in its history and in the context of acquired verbal behavior one can address at least some of its apparent mysteries. To this end, I discuss some of the structural and functional features of mathematics including verbal operants, rule-and contingency-modulated behavior, relational frames, the shaping of abstraction, and the development of intuition. How is it possible to understand Nature by properly talking about it? Essentially, it is because nature taught us how to talk. Copyright © 2015 Elsevier B.V. All rights reserved.

  4. Verbal abuse from nurse colleagues and work environment of early career registered nurses.

    PubMed

    Budin, Wendy C; Brewer, Carol S; Chao, Ying-Yu; Kovner, Christine

    2013-09-01

    This study examined relationships between verbal abuse from nurse colleagues and demographic characteristics, work attributes, and work attitudes of early career registered nurses (RNs). Data are from the fourth wave of a national panel survey of early career RNs begun in 2006. The final analytic sample included 1,407 RNs. Descriptive statistics were used to describe the sample, analysis of variance to compare means, and chi square to compare categorical variables. RNs reporting higher levels of verbal abuse from nurse colleagues were more likely to be unmarried, work in a hospital setting, or work in a non-magnet hospital. They also had lower job satisfaction, and less organizational commitment, autonomy, and intent to stay. Lastly, they perceived their work environments unfavorably. Data support the hypothesis that early career RNs are vulnerable to the effects of verbal abuse from nurse colleagues. Although more verbal abuse is seen in environments with unfavorable working conditions, and RNs working in such environments tend to have less favorable work attitudes, one cannot assume causality. It is unclear if poor working conditions create an environment where verbal abuse is tolerated or if verbal abuse creates an unfavorable work environment. There is a need to develop and test evidence-based interventions to deal with the problems inherent with verbal abuse from nurse colleagues. © 2013 Sigma Theta Tau International.

  5. Verbal communication among Alzheimer's disease patients, their caregivers, and primary care physicians during primary care office visits.

    PubMed

    Schmidt, Karen L; Lingler, Jennifer H; Schulz, Richard

    2009-11-01

    Primary care visits of patients with Alzheimer's disease (AD) often involve communication among patients, family caregivers, and primary care physicians (PCPs). The objective of this study was to understand the nature of each individual's verbal participation in these triadic interactions. To define the verbal communication dynamics of AD care triads, we compared verbal participation (percent of total visit speech) by each participant in patient/caregiver/PCP triads. Twenty-three triads were audio taped during a routine primary care visit. Rates of verbal participation were described and effects of patient cognitive status (MMSE score, verbal fluency) on verbal participation were assessed. PCP verbal participation was highest at 53% of total visit speech, followed by caregivers (31%) and patients (16%). Patient cognitive measures were related to patient and caregiver verbal participation, but not to PCP participation. Caregiver satisfaction with interpersonal treatment by PCP was positively related to caregiver's own verbal participation. Caregivers of AD patients and PCPs maintain active, coordinated verbal participation in primary care visits while patients participate less. Encouraging verbal participation by AD patients and their caregivers may increase the AD patient's active role and caregiver satisfaction with primary care visits.

  6. The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

    PubMed Central

    Mungkhetklang, Chantanee; Bavin, Edith L.; Crewther, Sheila G.; Goharpey, Nahal; Parsons, Carl

    2016-01-01

    It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems. PMID:28082922

  7. The Language, Working Memory, and Other Cognitive Demands of Verbal Tasks

    ERIC Educational Resources Information Center

    Archibald, Lisa M. D.

    2013-01-01

    Purpose: To gain a better understanding of the cognitive processes supporting verbal abilities, the underlying structure and interrelationships between common verbal measures were investigated. Methods: An epidemiological sample (n = 374) of school-aged children completed standardized tests of language, intelligence, and short-term and working…

  8. The Effects of Verbal Elaboration and Visual Elaboration on Student Learning.

    ERIC Educational Resources Information Center

    Chanlin, Lih-Juan

    1997-01-01

    This study examined: (1) the effectiveness of integrating verbal elaboration (metaphors) and different visual presentation strategies (still and animated graphics) in learning biotechnology concepts; (2) whether the use of verbal elaboration with different visual presentation strategies facilitates cognitive processes; and (3) how students employ…

  9. RECENT RESEARCH ON EMERGENT VERBAL BEHAVIOR: CLINICAL APPLICATIONS AND FUTURE DIRECTIONS

    PubMed Central

    Grow, Laura L; Kodak, Tiffany

    2010-01-01

    This paper describes recent studies that have evaluated the functional independence of verbal operants. Procedures that facilitate the emergence of untrained verbal operants and important areas of future research to increase efficiency of language programs for children diagnosed with developmental disabilities are discussed. PMID:21541166

  10. Using a Verbal Analysis of Lady Gaga's "Applause" as a Classroom Exercise for Teaching Verbal Behavior

    ERIC Educational Resources Information Center

    Witts, Benjamin N.; Arief, Icha; Hutter, Emily

    2016-01-01

    Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song "Applause" in terms of its metaphorical arrangements. Through the exercise, students…

  11. Verbal Functions in Psychopathy.

    PubMed

    de Almeida Brites, José; Ladera, Valentina; Perea, Victoria; García, Ricardo

    2015-12-01

    The aim of this study was to compare the verbal functions and language skills of male psychopathic individuals (in prison and outside) with non-psychopaths. The purpose was therefore to analyze phonological processing, reading and writing skills, the meaning of words and images, and the understanding of sentences. Ninety individuals with an average age of 38.19 (SD = 7.67) voluntarily participated in this study. The data were collected in different settings: prisons, a private charitable organization, and private clinics and health centers. All participants completed the Psychopathy Checklist Revised and the Psycholinguistic Assessment of Language Processing in Aphasia, to assess psychopathy traits and language skills, respectively. Participants were allocated into four different groups: incarcerated psychopathic offenders (n = 13), non-incarcerated psychopathic non-offenders living in the community (n = 13), incarcerated non-psychopathic offenders (n = 25), and non-psychopathic non-offenders living in the community (n = 39). The results showed that the verbal functions and language skills between psychopaths and non-psychopaths are very similar, showing a common profile. The data presented indicate the need for more specific work opportunities for both groups within the correctional setting, with the use of appropriate language and individualized programs as necessary. © The Author(s) 2014.

  12. Asperger syndrome: how does it relate to non-verbal learning disability?

    PubMed

    Ryburn, B; Anderson, V; Wales, R

    2009-03-01

    The syndrome of non-verbal learning disabilities (NLD) is associated with prominent non-verbal deficits such as reduced perceptual and spatial abilities, against a background of relatively intact verbal abilities. Asperger syndrome is one of the several developmental disorders for which Byron Rourke has claimed that almost all the signs and symptoms of NLD are present. This study investigated the claim utilizing a battery of neuropsychological tests that were found to be sensitive to NLD in the original learning disordered populations used to describe the syndrome. Children aged between 8 and 14 were recruited to form two groups: (1) children with Asperger syndrome (N=14) and (2) normal healthy schoolchildren (N=20). By contrast to the main principle outlined in the NLD model, children with Asperger syndrome did not display a relative difficulty with spatial- or problem-solving tasks; indeed, they displayed significantly higher performance on some non-verbal tasks in comparison with verbal tasks. It was only in relation to their high levels of psychosocial and interpersonal difficulties, which are also predicted on the basis of their psychiatric diagnosis, that the children with Asperger syndrome were clearly consistent with the NLD model in this study. These results raise questions about the relevance of the syndrome of NLD for children with Asperger syndrome.

  13. Promoting the behaviorological analysis of verbal behavior

    PubMed Central

    Eshleman, John W.; Vargas, Ernest A.

    1988-01-01

    An important contribution of radical behavioral science is its analysis of verbal behavior. Slowly but surely an increasing number of efforts verify the propositions explicit or inherent in Skinner's theory of verbal behavior, or apply his analysis to clinical or educational practice. But both the theory and the effort to apply it are met with silence. Such silent neglect simply varies the calumnious attention usually given to behavioristic science. In recent years several papers have called attention to how non-behaviorists have habitually misrepresented the science of behavior and its underlying philosophy of radical behaviorism (Cooke, 1984; DellaLana, 1982; Morris, 1985; Todd, 1987a; Todd & Morris, 1981; Todd & Morris, 1983). These authors offer various solutions. Their preferred strategy stresses an increased effort to disseminate accurate information about behavioristic science to the press and to the world at large. They generally address, however, errors of commission, not omission. Further, their solutions tend to dwell on “processes” instead of “products.” This paper first reviews the problem of misrepresentation of the science. It then addresses the principal error of omission in the psychological literature, and offers a solution based on achieving new products resulting from new verbal behavior technology. PMID:22477561

  14. Visceral States Call for Visceral Measures: Verbal Overshadowing of Hunger Ratings Across Assessment Modalities.

    PubMed

    Creswell, Kasey G; Sayette, Michael A; Schooler, Jonathan W; Wright, Aidan G C; Pacilio, Laura E

    2018-03-01

    We introduce a nonverbal "visceral" measure of hunger (i.e., squeezing a handheld dynamometer) and provide the first evidence of verbal overshadowing effects in this visceral domain. We presented 106 participants with popcorn and recorded their hunger levels in one of three conditions: (1) first report hunger using a traditional self-report rating scale (i.e., verbal measure) and then indicate hunger by squeezing a dynamometer (i.e., nonverbal measure), (2) first indicate hunger nonverbally and then indicate hunger verbally, or (3) indicate hunger only nonverbally. As hypothesized, nonverbal measures of hunger predicted subsequent eating behavior when they were uncontaminated by verbal measures-either because they preceded verbal measures of hunger or because they were the sole measure of hunger. Moreover, nonverbal measures of hunger were a better predictor of eating behavior than verbal measures. Implications of the study for communicating embodied experiences in a way that escapes the confines of symbolic representations are discussed.

  15. Verbal Memory Decline following DBS for Parkinson's Disease: Structural Volumetric MRI Relationships.

    PubMed

    Geevarghese, Ruben; Lumsden, Daniel E; Costello, Angela; Hulse, Natasha; Ayis, Salma; Samuel, Michael; Ashkan, Keyoumars

    2016-01-01

    Parkinson's disease is a chronic degenerative movement disorder. The mainstay of treatment is medical. In certain patients Deep Brain Stimulation (DBS) may be offered. However, DBS has been associated with post-operative neuropsychology changes, especially in verbal memory. Firstly, to determine if pre-surgical thalamic and hippocampal volumes were related to verbal memory changes following DBS. Secondly, to determine if clinical factors such as age, duration of symptoms or motor severity (UPDRS Part III score) were related to verbal memory changes. A consecutive group of 40 patients undergoing bilateral Subthalamic Nucleus (STN)-DBS for PD were selected. Brain MRI data was acquired, pre-processed and structural volumetric data was extracted using FSL. Verbal memory test scores for pre- and post-STN-DBS surgery were recorded. Linear regression was used to investigate the relationship between score change and structural volumetric data. A significant relationship was demonstrated between change in List Learning test score and thalamic (left, p = 0.02) and hippocampal (left, p = 0.02 and right p = 0.03) volumes. Duration of symptoms was also associated with List Learning score change (p = 0.02 to 0.03). Verbal memory score changes appear to have a relationship to pre-surgical MRI structural volumetric data. The findings of this study provide a basis for further research into the use of pre-surgical MRI to counsel PD patients regarding post-surgical verbal memory changes.

  16. [Factors affecting subjective satisfaction with verbal communication among the disabled elderly and their family caregivers].

    PubMed

    Miura, Hiroko; Arai, Yumiko; Yamasaki, Kiyoko

    2005-05-01

    The aims of the present study were to investigate satisfaction with verbal communication among the disabled elderly and their family caregivers; and to find the significantly influential factors of satisfaction with verbal communication. The subjects were 85 disabled elderly and 85 family caregivers. For the disabled elderly, satisfaction with verbal communication, demographic, and physical factors were examined using an interview survey. For the caregivers, satisfaction with verbal communication, demographic factors, and some factors related caregiving were examined using a self-administered questionnaire. In the disabled elderly, 82.4% were satisfied with their verbal communication while 55.3% of family caregivers were satisfied. Satisfaction with verbal communication between the disabled elderly and their caregivers showed low agreement (kappa = 0.17). Bivariate analysis revealed that satisfaction with verbal communication of the disabled elderly was significantly related to ADL (p < 0.01), dysphagia risk (p < 0.05), and ability of comprehension (p < 0.05) while satisfaction with verbal communication of caregivers was significantly related to the gender of the disabled elderly and caregivers' burden. Furthermore, multiple regression analysis showed that the factor most related to satisfaction with verbal communication for the disabled elderly was ability of comprehension (p value = 0.032, odds ratio = 2.960), and the most related factor for their caregivers was the burden evaluated by J-ZBI_8 (p value = 0.004, odds ratio = 0.842). These results suggest that satisfaction with verbal communication of the disabled elderly disagrees with that of the family caregivers, and that some related factors for the disabled elderly are different from those in their family caregivers.

  17. Ethnic differences in longitudinal latent verbal profiles in the millennium cohort study*

    PubMed Central

    Kelly, Yvonne; Sacker, Amanda

    2016-01-01

    Background: Development of verbal skills during early childhood and school age years is consequential for children’s educational achievement and adult outcomes. We examine ethnic differences in longitudinal latent verbal profiles and assess the contribution of family process and family resource factors to observed differences. Methods: Using data from the UK Millennium Cohort Study and the latent profile analysis, we estimate longitudinal latent verbal profiles using verbal skills measured 4 times from age 3–11 years. We investigate the odds of verbal profiles by ethnicity (reported in infancy), and the extent observed differences are mediated by the home learning environment, family routines, and psychosocial environment (measured at age 3). Results: Indian children were twice as likely (OR = 2.14, CI: 1.37–3.33) to be in the high achieving profile, compared to White children. Socioeconomic markers attenuated this advantage to nonsignificance. Pakistani and Bangladeshi children were significantly more likely to be in the low performing group (OR = 2.23, CI: 1.61–3.11; OR = 3.37, CI: 2.20–5.17, respectively). Socioeconomic and psychosocial factors had the strongest mediating influence on the association between lower achieving profiles and Pakistani children, whereas for Bangladeshi children, there was mediation by the home learning environment, family routines, and psychosocial factors. Conclusion: Family process and resource factors explain ethnic differences in longitudinal latent verbal profiles. Family resources explain verbal advantages for Indian children, whereas a range of home environment and socioeconomic factors explain disparities for Pakistani and Bangladeshi children. Future policy initiatives focused on reducing ethnic disparities in children’s development should consider supporting and enhancing family resources and processes. PMID:27999155

  18. Construction and Standardization of Verbal Learning Disabilities Checklist for School Children

    ERIC Educational Resources Information Center

    Sood, Vishal

    2013-01-01

    For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

  19. The Interaction of Concreteness and Phonological Similarity in Verbal Working Memory

    ERIC Educational Resources Information Center

    Acheson, Daniel J.; Postle, Bradley R.; MacDonald, Maryellen C.

    2010-01-01

    Although phonological representations have been a primary focus of verbal working memory research, lexical-semantic manipulations also influence performance. In the present study, the authors investigated whether a classic phenomenon in verbal working memory, the phonological similarity effect (PSE), is modulated by a lexical-semantic variable,…

  20. Sentence processing and verbal working memory in a white-matter-disconnection patient.

    PubMed

    Meyer, Lars; Cunitz, Katrin; Obleser, Jonas; Friederici, Angela D

    2014-08-01

    The Arcuate Fasciculus/Superior Longitudinal Fasciculus (AF/SLF) is the white-matter bundle that connects posterior superior temporal and inferior frontal cortex. Its causal functional role in sentence processing and verbal working memory is currently under debate. While impairments of sentence processing and verbal working memory often co-occur in patients suffering from AF/SLF damage, it is unclear whether these impairments result from shared white-matter damage to the verbal-working-memory network. The present study sought to specify the behavioral consequences of focal AF/SLF damage for sentence processing and verbal working memory, which were assessed in a single patient suffering from a cleft-like lesion spanning the deep left superior temporal gyrus, sparing most surrounding gray matter. While tractography suggests that the ventral fronto-temporal white-matter bundle is intact in this patient, the AF/SLF was not visible to tractography. In line with the hypothesis that the AF/SLF is causally involved in sentence processing, the patient׳s performance was selectively impaired on sentences that jointly involve both complex word orders and long word-storage intervals. However, the patient was unimpaired on sentences that only involved long word-storage intervals without involving complex word orders. On the contrary, the patient performed generally worse than a control group across standard verbal-working-memory tests. We conclude that the AF/SLF not only plays a causal role in sentence processing, linking regions of the left dorsal inferior frontal gyrus to the temporo-parietal region, but moreover plays a crucial role in verbal working memory, linking regions of the left ventral inferior frontal gyrus to the left temporo-parietal region. Together, the specific sentence-processing impairment and the more general verbal-working-memory impairment may imply that the AF/SLF subserves both sentence processing and verbal working memory, possibly pointing to the AF

  1. Verbal creativity in semantic variant primary progressive aphasia.

    PubMed

    Wu, Teresa Q; Miller, Zachary A; Adhimoolam, Babu; Zackey, Diana D; Khan, Baber K; Ketelle, Robin; Rankin, Katherine P; Miller, Bruce L

    2015-02-01

    Emergence of visual and musical creativity in the setting of neurologic disease has been reported in patients with semantic variant primary progressive aphasia (svPPA), also called semantic dementia (SD). It is hypothesized that loss of left anterior frontotemporal function facilitates activity of the right posterior hemispheric structures, leading to de novo creativity observed in visual artistic representation. We describe creativity in the verbal domain, for the first time, in three patients with svPPA. Clinical presentations are carefully described in three svPPA patients exhibiting verbal creativity, including neuropsychology, neurologic exam, and structural magnetic resonance imaging (MRI). Voxel-based morphometry (VBM) was performed to quantify brain atrophy patterns in these patients against age-matched healthy controls. All three patients displayed new-onset creative writing behavior and produced extensive original work during the course of disease. Patient A developed interest in wordplay and generated a large volume of poetry. Patient B became fascinated with rhyming and punning. Patient C wrote and published a lifestyle guidebook. An overlap of their structural MR scans showed uniform sparing in the lateral portions of the language-dominant temporal lobe (superior and middle gyri) and atrophy in the medial temporal cortex (amygdala, limbic cortex). New-onset creativity in svPPA may represent a paradoxical functional facilitation. A similar drive for production is found in visually artistic and verbally creative patients. Mirroring the imaging findings in visually artistic patients, verbal preoccupation and creativity may be associated with medial atrophy in the language-dominant temporal lobe, but sparing of lateral dominant temporal and non-dominant posterior cortices.

  2. Improving Verbal Empathetic Communication for Adults with Autism Spectrum Disorder

    PubMed Central

    Koegel, Lynn; Ashbaugh, Kristen; Navab, Anahita; Koegel, Robert

    2015-01-01

    The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills. PMID:26520148

  3. Verbal fluency in bilingual Spanish/English Alzheimer's disease patients.

    PubMed

    Salvatierra, Judy; Rosselli, Monica; Acevedo, Amarilis; Duara, Ranjan

    2007-01-01

    Studies have demonstrated that in verbal fluency tests, monolinguals with Alzheimer's disease (AD) show greater difficulties retrieving words based on semantic rather than phonemic rules. The present study aimed to determine whether this difficulty was reproduced in both languages of Spanish/English bilinguals with mild to moderate AD whose primary language was Spanish. Performance on semantic and phonemic verbal fluency of 11 bilingual AD patients was compared to the performance of 11 cognitively normal, elderly bilingual individuals matched for gender, age, level of education, and degree of bilingualism. Cognitively normal subjects retrieved significantly more items under the semantic condition compared to the phonemic, whereas the performance of AD patients was similar under both conditions, suggesting greater decline in semantic verbal fluency tests. This pattern was produced in both languages, implying a related semantic decline in both languages. Results from this study should be considered preliminary because of the small sample size.

  4. Facilitator control as automatic behavior: A verbal behavior analysis

    PubMed Central

    Hall, Genae A.

    1993-01-01

    Several studies of facilitated communication have demonstrated that the facilitators were controlling and directing the typing, although they appeared to be unaware of doing so. Such results shift the focus of analysis to the facilitator's behavior and raise questions regarding the controlling variables for that behavior. This paper analyzes facilitator behavior as an instance of automatic verbal behavior, from the perspective of Skinner's (1957) book Verbal Behavior. Verbal behavior is automatic when the speaker or writer is not stimulated by the behavior at the time of emission, the behavior is not edited, the products of behavior differ from what the person would produce normally, and the behavior is attributed to an outside source. All of these characteristics appear to be present in facilitator behavior. Other variables seem to account for the thematic content of the typed messages. These variables also are discussed. PMID:22477083

  5. Verbal working memory and reading abilities among students with visual impairment.

    PubMed

    Argyropoulos, Vassilios; Masoura, Elvira; Tsiakali, Thomai K; Nikolaraizi, Magda; Lappa, Christina

    2017-05-01

    This study investigated the relationship between working memory (WM) and reading abilities among students with visual impairment (VI). Seventy-five students with VI (visually impairment and blindness), aged 10-15 years old participated in the study, of whom 44 were visually impaired and 31 were blind. The participants' reading ability was assessed with the standardized reading ability battery Test-A (Padeliadu & Antoniou, 2008) and their verbal working memory ability was assessed with the listening recall task from the Working Memory Test Battery for Children (Pickering et al., 2001). Data analysis indicated a strong correlation between verbal WM and decoding, reading comprehension and overall reading ability among the participants with VI, while no correlation was found between reading fluency and verbal WM. The present study points out the important role of verbal WM in reading among students who are VI and carries implications for the education of those individuals. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Reducing Information's Speed Improves Verbal Cognition and Behavior in Autism: A 2-Cases Report.

    PubMed

    Tardif, Carole; Latzko, Laura; Arciszewski, Thomas; Gepner, Bruno

    2017-06-01

    According to the temporal theory of autism spectrum disorders (ASDs), audiovisual changes in environment, particularly those linked to facial and verbal language, are often too fast to be faced, perceived, and/or interpreted online by many children with ASD, which could help explain their facial, verbal, and/or socioemotional interaction impairments. Our goal here was to test for the first time the impact of slowed-down audiovisual information on verbal cognition and behavior in 2 boys with ASD and verbal delay. Using 15 experimental sessions during 4 months, both boys were presented with various stimuli (eg, pictures, words, sentences, cartoons) and were then asked questions or given instructions regarding stimuli. The audiovisual stimuli and instructions/questions were presented on a computer's screen and were always displayed twice: at real-time speed (RTS) and at slowed-down speed (SDS) using the software Logiral. We scored the boys' verbal cognition performance (ie, ability to understand questions/instructions and answer them verbally/nonverbally) and their behavioral reactions (ie, attention, verbal/nonverbal communication, social reciprocity), and analyzed the effects of speed and order of the stimuli presentation on these factors. According to the results, both participants exhibited significant improvements in verbal cognition performance with SDS presentation compared with RTS presentation, and they scored better with RTS presentation when having SDS presentation before rather than after RTS presentation. Behavioral reactions were also improved in SDS conditions compared with RTS conditions. This initial evidence of a positive impact of slowed-down audiovisual information on verbal cognition should be tested in a large cohort of children with ASD and associated speech/language impairments. Copyright © 2017 by the American Academy of Pediatrics.

  7. Impact of low alcohol verbal descriptors on perceived strength: An experimental study.

    PubMed

    Vasiljevic, Milica; Couturier, Dominique-Laurent; Marteau, Theresa M

    2018-02-01

    Low alcohol labels are a set of labels that carry descriptors such as 'low' or 'lighter' to denote alcohol content in beverages. There is growing interest from policymakers and producers in lower strength alcohol products. However, there is a lack of evidence on how the general population perceives verbal descriptors of strength. The present research examines consumers' perceptions of strength (% ABV) and appeal of alcohol products using low or high alcohol verbal descriptors. A within-subjects experimental study in which participants rated the strength and appeal of 18 terms denoting low (nine terms), high (eight terms) and regular (one term) strengths for either (1) wine or (2) beer according to drinking preference. Thousand six hundred adults (796 wine and 804 beer drinkers) sampled from a nationally representative UK panel. Low, Lower, Light, Lighter, and Reduced formed a cluster and were rated as denoting lower strength products than Regular, but higher strength than the cluster with intensifiers consisting of Extra Low, Super Low, Extra Light, and Super Light. Similar clustering in perceived strength was observed amongst the high verbal descriptors. Regular was the most appealing strength descriptor, with the low and high verbal descriptors using intensifiers rated least appealing. The perceived strength and appeal of alcohol products diminished the more the verbal descriptors implied a deviation from Regular. The implications of these findings are discussed in terms of policy implications for lower strength alcohol labelling and associated public health outcomes. Statement of contribution What is already known about this subject? Current UK and EU legislation limits the number of low strength verbal descriptors and the associated alcohol by volume (ABV) to 1.2% ABV and lower. There is growing interest from policymakers and producers to extend the range of lower strength alcohol products above the current cap of 1.2% ABV set out in national legislation. There

  8. The impact of aging and hearing status on verbal short-term memory.

    PubMed

    Verhaegen, Clémence; Collette, Fabienne; Majerus, Steve

    2014-01-01

    The aim of this study is to assess the impact of hearing status on age-related decrease in verbal short-term memory (STM) performance. This was done by administering a battery of verbal STM tasks to elderly and young adult participants matched for hearing thresholds, as well as to young normal-hearing control participants. The matching procedure allowed us to assess the importance of hearing loss as an explanatory factor of age-related STM decline. We observed that elderly participants and hearing-matched young participants showed equal levels of performance in all verbal STM tasks, and performed overall lower than the normal-hearing young control participants. This study provides evidence for recent theoretical accounts considering reduced hearing level as an important explanatory factor of poor auditory-verbal STM performance in older adults.

  9. Fifty Years Later: Comments on the Further Development of a Science of Verbal Behavior

    ERIC Educational Resources Information Center

    Leigland, Sam

    2007-01-01

    Fifty years after the publication of Skinner's "Verbal Behavior", some possibilities for the future of Skinner's "science of verbal behavior" are considered. Specifically, certain areas of development or advancement are examined which might be of special importance to the expansion and influence of the functional analysis of verbal behavior.…

  10. Performance on verbal and low-verbal false belief tasks: evidence from children with Williams syndrome.

    PubMed

    Van Herwegen, Jo; Dimitriou, Dagmara; Rundblad, Gabriella

    2013-01-01

    Previous studies that have investigated the relationship between performance on theory of mind (ToM) tasks and verbal abilities in individuals with Williams syndrome (WS) have reported contradictory findings with some showing that language abilities aid performance on ToM tasks while others have found that participants with WS fail these tasks because of their verbal demands. The current study investigated this relationship again comparing performance on a classical change-location task to two newly developed low-verbal tasks, one change-location task and one unexpected content task. Thirty children with WS (aged 5-17;01 years) and 30 typically developing (TD) children (aged between 2;10 years and 9;09 years), who were matched for vocabulary comprehension scores were included in the study. Although performance in the WS group was significantly poorer compared to the TD group on all three tasks, performance was not predicted by their receptive vocabulary or grammatical ability scores. In addition, ToM abilities in both groups depended on the cognitive demands of the task at hand. This finding shows that performance on ToM tasks in WS is not necessarily hindered by their delayed language abilities but rather by the task administered. This could potentially affect the diagnosis of developmental disorders, such as Autism Spectrum Disorders, and comparison of ToM abilities across developmental disorders. Readers of this article should be able to (1) describe the current state of theory of mind research in Williams syndrome, (2) identify which cognitive abilities might explain performance on theory of mind tasks in both typically developing children and in children with Williams syndrome, and (3) interpret the importance of task demands when assessing children's theory of mind abilities. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. Verbal Working Memory Is Related to the Acquisition of Cross-Linguistic Phonological Regularities.

    PubMed

    Bosma, Evelyn; Heeringa, Wilbert; Hoekstra, Eric; Versloot, Arjen; Blom, Elma

    2017-01-01

    Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [ͻ:t] and Dutch -oud [ʱut], as in the cognate pairs kâld [kͻ:t] - koud [kʱut] 'cold' and wâld [wͻ:t] - woud [wʱut] 'forest'. Within Bybee's (1995, 2001, 2008, 2010) network model, these regularities are, just like grammatical rules within a language, generalizations that emerge from schemas of phonologically and semantically related words. Previous research has shown that verbal working memory is related to the acquisition of grammar, but not vocabulary. This suggests that verbal working memory supports the acquisition of linguistic regularities. In order to test this hypothesis we investigated whether verbal working memory is also related to the acquisition of cross-linguistic phonological regularities. For three consecutive years, 5- to 8-year-old Frisian-Dutch bilingual children ( n = 120) were tested annually on verbal working memory and a Frisian receptive vocabulary task that comprised four cognate categories: (1) identical cognates, (2) non-identical cognates that either do or (3) do not exhibit a phonological regularity between Frisian and Dutch, and (4) non-cognates. The results showed that verbal working memory had a significantly stronger effect on cognate category (2) than on the other three cognate categories. This suggests that verbal working memory is related to the acquisition of cross-linguistic phonological regularities. More generally, it confirms the hypothesis that verbal working memory plays a role in the acquisition of linguistic regularities.

  12. Comparative Effects of Seven Verbal-Visual Presentation Modes Upon Learning Tasks.

    ERIC Educational Resources Information Center

    Russell, Josiah Johnson, IV

    A study was made of the comparative media effects upon teaching the component learning tasks of concept learning: classification, generalization, and application. The seven selected methods of presenting stimuli to the learners were: motion pictures with spoken verbal; motion pictures, silent; still pictures with spoken verbal; still pictures,…

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

    PubMed

    Loveland, K A; Fletcher, J M; Bailey, V

    1990-08-01

    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.

  14. Nonverbal behavior correlated with the shaped verbal behavior of children

    PubMed Central

    Catania, A. Charles; Lowe, C. Fergus; Horne, Pauline

    1990-01-01

    Children under 6 years old pressed on response windows behind which stimuli appeared (star or tree). Presses occasionally lit lamps arranged in a column; a present was delivered when all lamps were lit. A random-ratio schedule in the presence of star alternated with a random-interval schedule in the presence of tree. These contingencies usually did not produce respective high and low response rates in the presence of star and tree, but the shaping of verbal behavior (e.g., “press a lot without stopping” or “press and wait”) was sometimes accompanied by corresponding changes in response rate. Verbal shaping was accomplished between schedule components during verbal interactions between the child and a hand-puppet, Garfield the Cat, and used social consequences such as enthusiastic reactions to what the child had said as well as concrete consequences such as delivery of extra presents. Variables that may constrain the shaping of verbal behavior in children seem to include the vocabulary available to the child and the functional properties of that vocabulary; the correlation between rates of pressing and what the child says about them may depend upon such variables. ImagesFig. 2 PMID:22477603

  15. Verbal Fluency Performance in Patients with Non-demented Parkinson's Disease

    PubMed Central

    Khatoonabadi, Ahmad Reza; Bakhtiyari, Jalal

    2013-01-01

    Objective While Parkinson's disease (PD) has traditionally been defined by motor symptoms, many researches have indicated that mild cognitive impairment is common in non-demented PD patients. The purpose of this study was to compare verbal fluency performance in non-demented Parkinson's disease patients with healthy controls. Method In this cross-sectional study thirty non-demented Parkinson's disease patients and 30 healthy controls, matched by age, gender and education, were compared on verbal fluency performance. Verbal fluency was studied with a Phonemic Fluency task using the letters F, A, and S, a semantic fluency task using the categories animals and fruits. The independent t-test was used for data analysis. Results Overall, participants generated more words in the semantic fluency task than in the phonemic fluency task. Results revealed significant differences between patients and controls in semantic fluency task (p<.05). In addition, PD patients showed a significant reduction of correctly generated words in letter fluency task. The total number of words produced was also significantly lower in the PD group (p<.05). Conclusion Verbal fluency disruption is implied in non-demented PD patients in association with incipient cognitive impairment. PMID:23682253

  16. Standardization and validation of a parallel form of the verbal and non-verbal recognition memory test in an Italian population sample.

    PubMed

    Smirni, Daniela; Smirni, Pietro; Di Martino, Giovanni; Cipolotti, Lisa; Oliveri, Massimiliano; Turriziani, Patrizia

    2018-05-04

    In the neuropsychological assessment of several neurological conditions, recognition memory evaluation is requested. Recognition seems to be more appropriate than recall to study verbal and non-verbal memory, because interferences of psychological and emotional disorders are less relevant in the recognition than they are in recall memory paradigms. In many neurological disorders, longitudinal repeated assessments are needed to monitor the effectiveness of rehabilitation programs or pharmacological treatments on the recovery of memory. In order to contain the practice effect in repeated neuropsychological evaluations, it is necessary the use of parallel forms of the tests. Having two parallel forms of the same test, that kept administration procedures and scoring constant, is a great advantage in both clinical practice, for the monitoring of memory disorder, and in experimental practice, to allow the repeated evaluation of memory on healthy and neurological subjects. First aim of the present study was to provide normative values in an Italian sample (n = 160) for a parallel form of a verbal and non-verbal recognition memory battery. Multiple regression analysis revealed significant effects of age and education on recognition memory performance, whereas sex did not reach a significant probability level. Inferential cutoffs have been determined and equivalent scores computed. Secondly, the study aimed to validate the equivalence of the two parallel forms of the Recognition Memory Test. The correlations analyses between the total scores of the two versions of the test and correlation between the three subtasks revealed that the two forms are parallel and the subtasks are equivalent for difficulty.

  17. Verbal fluency, naming and verbal comprehension: three aspects of language as predictors of cognitive impairment.

    PubMed

    Maseda, Ana; Lodeiro-Fernández, Leire; Lorenzo-López, Laura; Núñez-Naveira, Laura; Balo, Aránzazu; Millán-Calenti, Jose C

    2014-01-01

    To establish the possible relationship among three components of language (verbal fluency, naming and comprehension) and cognitive impairment as well as to determine the usefulness of language assessment tests to predict or monitor the development of cognitive impairment. A comparative, descriptive and cross-sectional study was performed on 82 subjects ≥ 65 years of age who were cognitively assessed with the Mini Mental State Examination and were divided into two groups: Group A comprised of subjects classified as levels 1, 2 and 3 on the Reisberg's Global Deterioration Scale (GDS) and group B comprised of subjects at levels 4 and 5 of the GDS. Language skills were assessed by the Verbal Fluency Test, Boston Naming Test and Token Test. An inverse relationship between performance on language tests and cognitive impairment level was observed with a more pronounced effect observed on fluency and comprehension tests. Language assessments, especially fluency and comprehension, were good indicators of cognitive impairment. The use of these assessments as predictors of the degree of cognitive impairment is discussed in-depth.

  18. CONTAMINACIÓN AMBIENTAL, VARIABILIDAD CLIMÁTICA Y CAMBIO CLIMÁTICO: UNA REVISIÓN DEL IMPACTO EN LA SALUD DE LA POBLACIÓN PERUANA

    PubMed Central

    Gonzales, Gustavo F.; Zevallos, Alisson; Gonzales-Castañeda, Cynthia; Nuñez, Denisse; Gastañaga, Carmen; Cabezas, César; Naeher, Luke; Levy, Karen; Steenland, Kyle

    2015-01-01

    RESUMEN El presente artículo es una revisión sobre la contaminación del agua, el aire y el efecto del cambio climático en la salud de la población peruana. Uno de los principales contaminantes del aire es el material particulado menor de 2,5 μ (PM 2,5), en la ciudad de Lima, anualmente 2300 muertes prematuras son atribuibles a este contaminante. Otro problema es la contaminación del aire domiciliario por el uso de cocinas con combustible de biomasa, donde la exposición excesiva a PM 2,5 dentro de las casas es responsable de aproximadamente 3000 muertes prematuras anuales entre adultos, con otro número desconocido de muertes entre niños debido a infecciones respiratorias. La contaminación del agua tiene como principales causas los desagües vertidos directamente a los ríos, minerales (arsénico) de varias fuentes, y fallas de las plantas de tratamiento. En el Perú, el cambio climático puede impactar en la frecuencia y severidad del fenómeno de El Niño oscilación del sur (ENSO) que se ha asociado con un incremento en los casos de enfermedades como cólera, malaria y dengue. El cambio climático incrementa la temperatura y puede extender las áreas afectadas por enfermedades transmitidas por vectores, además de tener efecto en la disponibilidad del agua y en la contaminación del aire. En conclusión, el Perú, pasa por una transición de factores de riesgo ambientales, donde coexisten riesgos tradicionales y modernos, y persisten los problemas infecciosos y crónicos, algunos de los cuales se asocian con problemas de contaminación de agua y de aire. PMID:25418656

  19. Clinical correlates of verbal aggression, physical aggression and inappropriate sexual behaviour after brain injury.

    PubMed

    James, Andrew I W; Young, Andrew W

    2013-01-01

    To explore the relationships between verbal aggression, physical aggression and inappropriate sexual behaviour following acquired brain injury. Multivariate statistical modelling of observed verbal aggression, physical aggression and inappropriate sexual behaviour utilizing demographic, pre-morbid, injury-related and neurocognitive predictors. Clinical records of 152 participants with acquired brain injury were reviewed, providing an important data set as disordered behaviours had been recorded at the time of occurrence with the Brain Injury Rehabilitation Trust (BIRT) Aggression Rating Scale and complementary measures of inappropriate sexual behaviour. Three behavioural components (verbal aggression, physical aggression and inappropriate sexual behaviour) were identified and subjected to separate logistical regression modelling in a sub-set of 77 participants. Successful modelling was achieved for both verbal and physical aggression (correctly classifying 74% and 65% of participants, respectively), with use of psychotropic medication and poorer verbal function increasing the odds of aggression occurring. Pre-morbid history of aggression predicted verbal but not physical aggression. No variables predicted inappropriate sexual behaviour. Verbal aggression, physical aggression and inappropriate sexual behaviour following acquired brain injury appear to reflect separate clinical phenomena rather than general behavioural dysregulation. Clinical markers that indicate an increased risk of post-injury aggression were not related to inappropriate sexual behaviour.

  20. Auditory verbal hallucinations: Social, but how?

    PubMed Central

    Alderson-Day, Ben; Fernyhough, Charles

    2017-01-01

    Summary Auditory verbal hallucinations (AVH) are experiences of hearing voices in the absence of an external speaker. Standard explanatory models propose that AVH arise from misattributed verbal cognitions (i.e. inner speech), but provide little account of how heard voices often have a distinct persona and agency. Here we review the argument that AVH have important social and agent-like properties and consider how different neurocognitive approaches to AVH can account for these elements, focusing on inner speech, memory, and predictive processing. We then evaluate the possible role of separate social-cognitive processes in the development of AVH, before outlining three ways in which speech and language processes already involve socially important information, such as cues to interact with others. We propose that when these are taken into account, the social characteristics of AVH can be explained without an appeal to separate social-cognitive systems. PMID:29238264

  1. Organizational Learning Strategies and Verbal Memory Deficits in Bipolar Disorder.

    PubMed

    Nitzburg, George C; Cuesta-Diaz, Armando; Ospina, Luz H; Russo, Manuela; Shanahan, Megan; Perez-Rodriguez, Mercedes; Larsen, Emmett; Mulaimovic, Sandra; Burdick, Katherine E

    2017-04-01

    Verbal memory (VM) impairment is prominent in bipolar disorder (BD) and is linked to functional outcomes. However, the intricacies of VM impairment have not yet been studied in a large sample of BD patients. Moreover, some have proposed VM deficits that may be mediated by organizational strategies, such as semantic or serial clustering. Thus, the exact nature of VM break-down in BD patients is not well understood, limiting remediation efforts. We investigated the intricacies of VM deficits in BD patients versus healthy controls (HCs) and examined whether verbal learning differences were mediated by use of clustering strategies. The California Verbal Learning Test (CVLT) was administered to 113 affectively stable BD patients and 106 HCs. We compared diagnostic groups on all CVLT indices and investigated whether group differences in verbal learning were mediated by clustering strategies. Although BD patients showed significantly poorer attention, learning, and memory, these indices were only mildly impaired. However, BD patients evidenced poorer use of effective learning strategies and lower recall consistency, with these indices falling in the moderately impaired range. Moreover, relative reliance on semantic clustering fully mediated the relationship between diagnostic category and verbal learning, while reliance on serial clustering partially mediated this relationship. VM deficits in affectively stable bipolar patients were widespread but were generally mildly impaired. However, patients displayed inadequate use of organizational strategies with clear separation from HCs on semantic and serial clustering. Remediation efforts may benefit from education about mnemonic devices or "chunking" techniques to attenuate VM deficits in BD. (JINS, 2017, 23, 358-366).

  2. ERP Correlates of Verbal and Numerical Probabilities in Risky Choices: A Two-Stage Probability Processing View

    PubMed Central

    Li, Shu; Du, Xue-Lei; Li, Qi; Xuan, Yan-Hua; Wang, Yun; Rao, Li-Lin

    2016-01-01

    Two kinds of probability expressions, verbal and numerical, have been used to characterize the uncertainty that people face. However, the question of whether verbal and numerical probabilities are cognitively processed in a similar manner remains unresolved. From a levels-of-processing perspective, verbal and numerical probabilities may be processed differently during early sensory processing but similarly in later semantic-associated operations. This event-related potential (ERP) study investigated the neural processing of verbal and numerical probabilities in risky choices. The results showed that verbal probability and numerical probability elicited different N1 amplitudes but that verbal and numerical probabilities elicited similar N2 and P3 waveforms in response to different levels of probability (high to low). These results were consistent with a levels-of-processing framework and suggest some internal consistency between the cognitive processing of verbal and numerical probabilities in risky choices. Our findings shed light on possible mechanism underlying probability expression and may provide the neural evidence to support the translation of verbal to numerical probabilities (or vice versa). PMID:26834612

  3. Extended Analysis of Empirical Citations with Skinner's "Verbal Behavior": 1984-2004

    ERIC Educational Resources Information Center

    Dixon, Mark R.; Small, Stacey L.; Rosales, Rocio

    2007-01-01

    The present paper comments on and extends the citation analysis of verbal operant publications based on Skinner's "Verbal Behavior" (1957) by Dymond, O'Hora, Whelan, and O'Donovan (2006). Variations in population parameters were evaluated for only those studies that Dymond et al. categorized as empirical. Preliminary results indicate that the…

  4. Ethnic differences in longitudinal latent verbal profiles in the millennium cohort study.

    PubMed

    Zilanawala, Afshin; Kelly, Yvonne; Sacker, Amanda

    2016-12-01

    Development of verbal skills during early childhood and school age years is consequential for children's educational achievement and adult outcomes. We examine ethnic differences in longitudinal latent verbal profiles and assess the contribution of family process and family resource factors to observed differences. Using data from the UK Millennium Cohort Study and the latent profile analysis, we estimate longitudinal latent verbal profiles using verbal skills measured 4 times from age 3-11 years. We investigate the odds of verbal profiles by ethnicity (reported in infancy), and the extent observed differences are mediated by the home learning environment, family routines, and psychosocial environment (measured at age 3). Indian children were twice as likely (OR = 2.14, CI: 1.37-3.33) to be in the high achieving profile, compared to White children. Socioeconomic markers attenuated this advantage to nonsignificance. Pakistani and Bangladeshi children were significantly more likely to be in the low performing group (OR = 2.23, CI: 1.61-3.11; OR = 3.37, CI: 2.20-5.17, respectively). Socioeconomic and psychosocial factors had the strongest mediating influence on the association between lower achieving profiles and Pakistani children, whereas for Bangladeshi children, there was mediation by the home learning environment, family routines, and psychosocial factors. Family process and resource factors explain ethnic differences in longitudinal latent verbal profiles. Family resources explain verbal advantages for Indian children, whereas a range of home environment and socioeconomic factors explain disparities for Pakistani and Bangladeshi children. Future policy initiatives focused on reducing ethnic disparities in children's development should consider supporting and enhancing family resources and processes. © The Author 2016. Published by Oxford University Press on behalf of the European Public Health Association.

  5. Distinct neural mechanisms for reading Arabic vs verbal numbers: an ERP study.

    PubMed

    Proverbio, Alice Mado; Bianco, Marco; de Benedetto, Francesco

    2018-05-12

    In this EEG/ERP study, 16 volunteers were asked to compare the numerical equality of 360 pairs of multi-digit numbers presented in Arabic or verbal format. Behavioural data showed faster and more accurate responses for digit targets, with a right hand/left hemisphere advantage only for verbal numerals. Occipito-temporal N1, peaking at approximately 180 ms, was strongly left-lateralized during verbal number processing and bilateral during digit processing. A LORETA (low resolution electromagnetic tomography) source reconstruction performed at the N1 latency stage (155-185 ms) revealed greater brain activation during coding of Arabic than of verbal stimuli. Digit perceptual coding was associated with the activation of the right angular gyrus (rAG), the left fusiform gyrus (FG, BA37), and left and right superior and medial frontal areas. N1 sources for verbal numerals included the left FG (BA37), the precuneus (BA31), the parahippocampal area and a small right prefrontal activation. In addition, verbal numerals elicited a late frontocentral negativity, possibly reflecting stimulus unfamiliarity or complexity. Overall, the data suggest distinct mechanisms for number reading through ciphers (digits) or words. Information about quantity was accessed earlier and more accurately if numbers were in a nonlinguistic code. Indeed, it can be speculated that numerosity processing would involve circuits originally involved in processing space (i.e.,rAG/rIPS). This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  6. The effects of verbal information and approach-avoidance training on children's fear-related responses.

    PubMed

    Lester, Kathryn J; Lisk, Stephen C; Mikita, Nina; Mitchell, Sophie; Huijding, Jorg; Rinck, Mike; Field, Andy P

    2015-09-01

    This study examined the effects of verbal information and approach-avoidance training on fear-related cognitive and behavioural responses about novel animals. One hundred and sixty children (7-11 years) were randomly allocated to receive: a) positive verbal information about one novel animal and threat information about a second novel animal (verbal information condition); b) approach-avoidance training in which they repeatedly pushed away (avoid) or pulled closer (approach) pictures of the animals (approach-avoidance training), c) a combined condition in which verbal information was given prior to approach-avoidance training (verbal information + approach-avoidance training) and d) a combined condition in which approach-avoidance training was given prior to verbal information (approach-avoidance training + verbal information). Threat and positive information significantly increased and decreased fear beliefs and avoidance behaviour respectively. Approach-avoidance training was successful in training the desired behavioural responses but had limited effects on fear-related responses. Verbal information and both combined conditions resulted in significantly larger effects than approach-avoidance training. We found no evidence for an additive effect of these pathways. This study used a non-clinical sample and focused on novel animals rather than animals about which children already had experience or established fears. The study also compared positive information/approach with threat information/avoid training, limiting specific conclusions regarding the independent effects of these conditions. The present study finds little evidence in support of a possible causal role for behavioural response training in the aetiology of childhood fear. However, the provision of verbal information appears to be an important pathway involved in the aetiology of childhood fear. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  7. What you say matters: exploring visual-verbal interactions in visual working memory.

    PubMed

    Mate, Judit; Allen, Richard J; Baqués, Josep

    2012-01-01

    The aim of this study was to explore whether the content of a simple concurrent verbal load task determines the extent of its interference on memory for coloured shapes. The task consisted of remembering four visual items while repeating aloud a pair of words that varied in terms of imageability and relatedness to the task set. At test, a cue appeared that was either the colour or the shape of one of the previously seen objects, with participants required to select the object's other feature from a visual array. During encoding and retention, there were four verbal load conditions: (a) a related, shape-colour pair (from outside the experimental set, i.e., "pink square"); (b) a pair of unrelated but visually imageable, concrete, words (i.e., "big elephant"); (c) a pair of unrelated and abstract words (i.e., "critical event"); and (d) no verbal load. Results showed differential effects of these verbal load conditions. In particular, imageable words (concrete and related conditions) interfered to a greater degree than abstract words. Possible implications for how visual working memory interacts with verbal memory and long-term memory are discussed.

  8. The role of verbal memory in regressions during reading.

    PubMed

    Guérard, Katherine; Saint-Aubin, Jean; Maltais, Marilyne

    2013-01-01

    During reading, participants generally move their eyes rightward on the line. A number of eye movements, called regressions, are made leftward, to words that have already been fixated. In the present study, we investigated the role of verbal memory during regressions. In Experiment 1, participants were asked to read sentences for comprehension. After reading, they were asked to make a regression to a target word presented auditorily. The results revealed that their regressions were guided by memory, as they differed from those of a control group who did not read the sentences. The role of verbal memory during regressions was then investigated by combining the reading task with articulatory suppression (Exps. 2 and 3). The results showed that articulatory suppression affected the size and the accuracy of the initial regression but had a minimal effect on corrective saccades. This suggests that verbal memory plays an important role in determining the location of the initial saccade during regressions.

  9. Evaluating lexical characteristics of verbal fluency output in schizophrenia.

    PubMed

    Juhasz, Barbara J; Chambers, Destinee; Shesler, Leah W; Haber, Alix; Kurtz, Matthew M

    2012-12-30

    Standardized lexical analysis of verbal output has not been applied to verbal fluency tasks in schizophrenia. Performance of individuals with schizophrenia on both a letter (n=139) and semantic (n=137) fluency task was investigated. The lexical characteristics (word frequency, age-of-acquisition, word length, and semantic typicality) of words produced were evaluated and compared to those produced by a healthy control group matched on age, gender, and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) vocabulary scores (n=20). Overall, individuals with schizophrenia produced fewer words than healthy controls, replicating past research (see Bokat and Goldberg, 2003). Words produced in the semantic fluency task by individuals with schizophrenia were, on average, earlier acquired and more typical of the category. In contrast, no differences in lexical characteristics emerged in the letter fluency task. The results are informative regarding how individuals with schizophrenia access their mental lexicons during the verbal fluency task. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  10. Enhancing On-Line Teaching with Verbal Immediacy through Self-Determination Theory

    ERIC Educational Resources Information Center

    Furlich, Stephen A.

    2013-01-01

    This paper explores the use of instructor verbal immediacy behaviors for on-line classes. Specifically, it demonstrates how instructor verbal immediacy behaviors found in face-to-face classes can also be displayed for on-line classes. It is argued that self-determination theory describes identification of the student as an important role in the…

  11. Verbal Regulation of Motor Behavior-Soviet Research and Non-Soviet Replications

    ERIC Educational Resources Information Center

    Wozniak, R. H.

    1972-01-01

    Soviet investigation of the development of verbal inhibition of preseverative manual behavior are reviewed. Non-soviet investigations of verbal-manual interaction are considered in relation to the Soviet view of the development of voluntary behavior; and it is argued, on the basis of this evidence, that the Soviet position need not stand or fall…

  12. The Genetic Components of Verbal Divergent Thinking and Short Term Memory.

    ERIC Educational Resources Information Center

    Pezzullo, Thomas R.; Madaus, George F.

    A study of twins was conducted to determine the presence of an hereditary component in short term memory and in three aspects of verbal divergent thinking--flexibility, fluency, and originality. Results showed the existence of a significant genetic component in the trait of short term memory, while none was found in verbal divergent thinking. (AG)

  13. Verbal play as a discourse resource in the social interactions of older and younger communication pairs.

    PubMed

    Shune, Samantha; Duff, Melissa Collins

    2014-01-01

    Verbal play, or the playful manipulation of elements of language, is a pervasive component of social interaction, serving important interpersonal functions. We analyzed verbal play in the interactional discourse of ten healthy younger pairs and ten healthy older pairs as they completed a collaborative referencing task. A total of 1,893 verbal play episodes were coded. While there were no group differences in verbal play frequency, age-related differences in the quality and function of these episodes emerged. While older participants engaged in more complex, extended, and reciprocal episodes that supported the social nature of communicative interactions (e.g., teasing), younger participants were more likely to engage in verbal play episodes for the purpose of successful task completion. Despite these age-related variations in the deployment of verbal play, verbal play is a robust interactional discourse resource in healthy aging, highlighting an element of human cognition that does not appear to decline with age.

  14. Verbal play as a discourse resource in the social interactions of older and younger communication pairs

    PubMed Central

    Shune, Samantha; Duff, Melissa Collins

    2014-01-01

    Verbal play, or the playful manipulation of elements of language, is a pervasive component of social interaction, serving important interpersonal functions. We analyzed verbal play in the interactional discourse of ten healthy younger pairs and ten healthy older pairs as they completed a collaborative referencing task. A total of 1,893 verbal play episodes were coded. While there were no group differences in verbal play frequency, age-related differences in the quality and function of these episodes emerged. While older participants engaged in more complex, extended, and reciprocal episodes that supported the social nature of communicative interactions (e.g., teasing), younger participants were more likely to engage in verbal play episodes for the purpose of successful task completion. Despite these age-related variations in the deployment of verbal play, verbal play is a robust interactional discourse resource in healthy aging, highlighting an element of human cognition that does not appear to decline with age. PMID:25485072

  15. Patients' antibiotic knowledge: a trial assessing the impact of verbal education.

    PubMed

    Northey, Alyce; McGuren, Therese; Stupans, Ieva

    2015-04-01

    The purpose of this study was to assess the effectiveness of involving community pharmacy staff in patient education about antibiotic resistance, thus improving antibiotic knowledge. Thirty-four patients presenting a valid antibiotic script for dispensing at three community pharmacies in regional New South Wales, Australia were randomly allocated by ballot draw to an intervention group or control group. Those in the intervention group were provided with verbal education based on an Australian National Prescribing Service patient leaflet regarding antibiotics. This paper presents pilot data indicating that there was a significant increase in antibiotic knowledge determined approximately 1 month after receiving verbal antibiotic education (33.3 ± 40.8) as compared with patients not receiving verbal antibiotic education (-5.1 ± 23.0), t (18.9) = 2.957, P = 0.008. This study has shown that verbal education, provided within a community pharmacy, regarding antibiotics improved patients' knowledge about antibiotics and provides evidence for the critical role of pharmacy staff in patient education. © 2014 Royal Pharmaceutical Society.

  16. Dissociation of long-term verbal memory and fronto-executive impairment in first-episode psychosis

    PubMed Central

    Leeson, V. C.; Robbins, T. W.; Franklin, C.; Harrison, M.; Harrison, I.; Ron, M. A.; Barnes, T. R. E.; Joyce, E. M.

    2009-01-01

    Background Verbal memory is frequently and severely affected in schizophrenia and has been implicated as a mediator of poor clinical outcome. Whereas encoding deficits are well demonstrated, it is unclear whether retention is impaired. This distinction is important because accelerated forgetting implies impaired consolidation attributable to medial temporal lobe (MTL) dysfunction whereas impaired encoding and retrieval implicates involvement of prefrontal cortex. Method We assessed a group of healthy volunteers (n=97) and pre-morbid IQ- and sex-matched first-episode psychosis patients (n=97), the majority of whom developed schizophrenia. We compared performance of verbal learning and recall with measures of visuospatial working memory, planning and attentional set-shifting, and also current IQ. Results All measures of performance, including verbal memory retention, a memory savings score that accounted for learning impairments, were significantly impaired in the schizophrenia group. The difference between groups for delayed recall remained even after the influence of learning and recall was accounted for. Factor analyses showed that, in patients, all variables except verbal memory retention loaded on a single factor, whereas in controls verbal memory and fronto-executive measures were separable. Conclusions The results suggest that IQ, executive function and verbal learning deficits in schizophrenia may reflect a common abnormality of information processing in prefrontal cortex rather than specific impairments in different cognitive domains. Verbal memory retention impairments, however, may have a different aetiology. PMID:19419594

  17. Verbal messages strengthen bench press efficacy.

    PubMed

    Wise, James B; Posner, Amy E; Walker, Gretchen L

    2004-02-01

    This study examined the effects of verbal messages on bench press efficacy: the confidence to lift progressively heavier weights for 1 repetition. Thirty-two women who had not bench pressed within the previous 18 months were assigned to 1 of 2 groups and exposed to 2 sources of efficacy information. First, subjects in both groups performed 10 repetitions on a fixed movement, vertical bench press machine and completed the bench press efficacy scale. Next, each group received 1 of 2 possible verbal messages. Both messages included the speaker's strength training qualifications. In addition, one message conveyed specific performance feedback while the other contained more general information. Then efficacy was measured again. Results indicated both messages strengthened efficacy. Strength professionals who work one-on-one with novice women should: (a) make sure lifters are aware of their professional qualifications, (b) provide specific feedback, and (c) profess their beliefs in the lifters' abilities to perform the exercises.

  18. Thinking through Text Comprehension III: The Programing of Verbal and Investigative Repertoires

    ERIC Educational Resources Information Center

    Leon, Marta; Layng, T. V. Joe; Sota, Melinda

    2011-01-01

    Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. The analytical and reasoning skills necessary to demonstrate reading comprehension can be systematically taught by analyzing the verbal and investigative repertoires involved…

  19. Anatomical Correlates of Non-Verbal Perception in Dementia Patients.

    PubMed

    Lin, Pin-Hsuan; Chen, Hsiu-Hui; Chen, Nai-Ching; Chang, Wen-Neng; Huang, Chi-Wei; Chang, Ya-Ting; Hsu, Shih-Wei; Hsu, Che-Wei; Chang, Chiung-Chih

    2016-01-01

    Patients with dementia who have dissociations in verbal and non-verbal sound processing may offer insights into the anatomic basis for highly related auditory modes. To determine the neuronal networks on non-verbal perception, 16 patients with Alzheimer's dementia (AD), 15 with behavior variant fronto-temporal dementia (bv-FTD), 14 with semantic dementia (SD) were evaluated and compared with 15 age-matched controls. Neuropsychological and auditory perceptive tasks were included to test the ability to compare pitch changes, scale-violated melody and for naming and associating with environmental sound. The brain 3D T1 images were acquired and voxel-based morphometry (VBM) was used to compare and correlated the volumetric measures with task scores. The SD group scored the lowest among 3 groups in pitch or scale-violated melody tasks. In the environmental sound test, the SD group also showed impairment in naming and also in associating sound with pictures. The AD and bv-FTD groups, compared with the controls, showed no differences in all tests. VBM with task score correlation showed that atrophy in the right supra-marginal and superior temporal gyri was strongly related to deficits in detecting violated scales, while atrophy in the bilateral anterior temporal poles and left medial temporal structures was related to deficits in environmental sound recognition. Auditory perception of pitch, scale-violated melody or environmental sound reflects anatomical degeneration in dementia patients and the processing of non-verbal sounds are mediated by distinct neural circuits.

  20. Verbal Behavior Analysis: A Program of Research in the Induction and Expansion of Complex Verbal Behavior

    ERIC Educational Resources Information Center

    Greer, R. Douglas; Ross, Denise E.

    2004-01-01

    Both applied and conceptual experiments based on Skinner's theory of verbal behavior have led to significant benefits for: (a) persons with language disorders and delays, (b) students who need to bridge the achievement gap, (c) professionals who work with students, and (d) individuals who wish to design functional curricula and pedagogy to meet…

  1. Symptoms of ADHD in children with high-functioning autism are related to impaired verbal working memory and verbal delayed recall.

    PubMed

    Andersen, Per Normann; Hovik, Kjell Tore; Skogli, Erik Winther; Egeland, Jens; Oie, Merete

    2013-01-01

    Symptoms similar to those found in Attention-Deficit/Hyperactivity Disorder (ADHD) often occur in children with Autism Spectrum Disorders (ASD). The objective of the current study was to compare verbal working memory, acquisition and delayed recall in children with High-Functioning Autism (HFA) to children with ADHD and typically developing children (TDC). Thirty-eight children with HFA, 79 with ADHD and 50 TDC (age 8-17) were assessed with a letter/number sequencing task and a verbal list-learning task. To investigate the possible influence of attention problems in children with HFA, we divided the HFA group into children with (HFA+) or without (HFA-) "attention problems" according to the Child Behaviour Checklist 6-18. The children with HFA+ displayed significant impairment compared to TDC on all three neurocognitive measures, while the children with HFA- were significantly impaired compared to TDC only on the working memory and acquisition measures. In addition, the HFA+ group scored significantly below the HFA- group and the ADHD group on the verbal working memory and delayed recall measures. The results support the proposition that children with HFA+, HFA-, and ADHD differ not only on a clinical level but also on a neurocognitive level which may have implications for treatment.

  2. Positive work environments of early-career registered nurses and the correlation with physician verbal abuse.

    PubMed

    Brewer, Carol S; Kovner, Christine T; Obeidat, Rana F; Budin, Wendy C

    2013-01-01

    Verbal abuse in the workplace is experienced by registered nurses (RNs) worldwide; physicians are one of the main sources of verbal abuse. To examine the relationship between levels of physician verbal abuse of early-career RNs and demographics, work attributes, and perceived work environment. Fourth wave of a mailed national panel survey of early career RNs begun in 2006. RNs' perception of verbal abuse by physicians was significantly associated with poor workgroup cohesion, lower supervisory and mentor support, greater quantitative workload, organizational constraints, and nurse-colleague verbal abuse, as well as RNs' lower job satisfaction, organizational commitment, and intent to stay. RNs working in unfavorable work environments experience more physician abuse and have less favorable work attitudes. Causality is unclear: do poor working conditions create an environment in which physicians are more likely to be abusive, or does verbal abuse by physicians create an unfavorable work environment? Copyright © 2013 Elsevier Inc. All rights reserved.

  3. Meaning and Verbal Behavior in Skinner's Work from 1934 to 1957

    ERIC Educational Resources Information Center

    Andery, M. A.; Micheletto, N.; Serio, T. M.

    2005-01-01

    This paper explores the historical development of Skinner's treatment of meaning from 1930 to 1957. Twelve papers published between 1934 and 1957, and parts of "The Behavior of Organisms and Science and Human Behavior" related to verbal behavior, were analyzed. Before 1945 meaning was taken as a property of the verbal response, and from 1945 on,…

  4. Verbal Communication among Alzheimer’s Disease Patients, their Caregivers, and Primary Care Physicians during Primary Care Office Visits

    PubMed Central

    Schmidt, Karen L.; Lingler, Jennifer H.; Schulz, Richard

    2009-01-01

    Objective Primary care visits of patients with Alzheimer’s disease (AD) often involve communication among patients, family caregivers, and primary care physicians (PCPs). The objective of this study was to understand the nature of each individual’s verbal participation in these triadic interactions. Methods To define the verbal communication dynamics of AD care triads, we compared verbal participation (percent of total visit speech) by each participant in patient/caregiver/PCP triads. Twenty three triads were audio taped during a routine primary care visit. Rates of verbal participation were described and effects of patient cognitive status (MMSE score, verbal fluency) on verbal participation were assessed. Results PCP verbal participation was highest at 53% of total visit speech, followed by caregivers (31%) and patients (16%). Patient cognitive measures were related to patient and caregiver verbal participation, but not to PCP participation. Caregiver satisfaction with interpersonal treatment by PCP was positively related to caregiver’s own verbal participation. Conclusion Caregivers of AD patients and PCPs maintain active, coordinated verbal participation in primary care visits while patients participate less. Practice Implications Encouraging verbal participation by AD patients and their caregivers may increase the AD patient’s active role and caregiver satisfaction with primary care visits. PMID:19395224

  5. The effect of white matter hyperintensities on verbal memory: Mediation by temporal lobe atrophy.

    PubMed

    Swardfager, Walter; Cogo-Moreira, Hugo; Masellis, Mario; Ramirez, Joel; Herrmann, Nathan; Edwards, Jodi D; Saleem, Mahwesh; Chan, Parco; Yu, Di; Nestor, Sean M; Scott, Christopher J M; Holmes, Melissa F; Sahlas, Demetrios J; Kiss, Alexander; Oh, Paul I; Strother, Stephen C; Gao, Fuqiang; Stefanovic, Bojana; Keith, Julia; Symons, Sean; Swartz, Richard H; Lanctôt, Krista L; Stuss, Donald T; Black, Sandra E

    2018-02-20

    To determine the relationship between white matter hyperintensities (WMH) presumed to indicate disease of the cerebral small vessels, temporal lobe atrophy, and verbal memory deficits in Alzheimer disease (AD) and other dementias. We recruited groups of participants with and without AD, including strata with extensive WMH and minimal WMH, into a cross-sectional proof-of-principle study (n = 118). A consecutive case series from a memory clinic was used as an independent validation sample (n = 702; Sunnybrook Dementia Study; NCT01800214). We assessed WMH volume and left temporal lobe atrophy (measured as the brain parenchymal fraction) using structural MRI and verbal memory using the California Verbal Learning Test. Using path modeling with an inferential bootstrapping procedure, we tested an indirect effect of WMH on verbal recall that depends sequentially on temporal lobe atrophy and verbal learning. In both samples, WMH predicted poorer verbal recall, specifically due to temporal lobe atrophy and poorer verbal learning (proof-of-principle -1.53, 95% bootstrap confidence interval [CI] -2.45 to -0.88; and confirmation -0.66, 95% CI [-0.95 to -0.41] words). This pathway was significant in subgroups with (-0.20, 95% CI [-0.38 to -0.07] words, n = 363) and without (-0.71, 95% CI [-1.12 to -0.37] words, n = 339) AD. Via the identical pathway, WMH contributed to deficits in recognition memory (-1.82%, 95% CI [-2.64% to -1.11%]), a sensitive and specific sign of AD. Across dementia syndromes, WMH contribute indirectly to verbal memory deficits considered pathognomonic of Alzheimer disease, specifically by contributing to temporal lobe atrophy. © 2018 American Academy of Neurology.

  6. Visual Blocking: Suppression of Excessive Verbalizations.

    ERIC Educational Resources Information Center

    Zlomke, Lee; And Others

    1986-01-01

    Visual blocking procedures (briefly holding a paper screen in front of a subject's face contingent upon inappropriate behavior) were effective in decreasing inappropriate verbalizations in a moderately retarded 32-year-old male. Followup 4 months later indicated that suppression was maintained in treatment settings but failed to generalize to…

  7. Verbal Artistry: A Case for Education

    ERIC Educational Resources Information Center

    Henne, Richard B.

    2009-01-01

    This article expands our understanding of how language-minoritized children's communicative competence interrelates with schooling. It features a verbal performance by a young Native American girl. A case is made for greater empirical specification of the real extent of children's non-school-sanctioned communicative competence. The case disrupts…

  8. Verbal Self-Instructional Training: An Examination of Its Efficacy, Maintenance, and Generalisation.

    ERIC Educational Resources Information Center

    Rath, Sudhakar

    1998-01-01

    Examines the differential efficacy, maintenance, and generalization effects of verbal self-instructional training on reading-disabled children. Types subjects by subculture (tribal versus nontribal) and cognitive stage (concrete versus formal operation). Finds that verbal self-instruction is effective for nontribals and children of formal…

  9. When Do Words Hurt? A Multiprocess View of the Effects of Verbalization on Visual Memory

    ERIC Educational Resources Information Center

    Brown, Charity; Brandimonte, Maria A.; Wickham, Lee H. V.; Bosco, Andrea; Schooler, Jonathan W.

    2014-01-01

    Verbal overshadowing reflects the impairment in memory performance following verbalization of nonverbal stimuli. However, it is not clear whether the same mechanisms are responsible for verbal overshadowing effects observed with different stimuli and task demands. In the present article, we propose a multiprocess view that reconciles the main…

  10. The effects of verbal information and approach-avoidance training on children's fear-related responses

    PubMed Central

    Lester, Kathryn J.; Lisk, Stephen C.; Mikita, Nina; Mitchell, Sophie; Huijding, Jorg; Rinck, Mike; Field, Andy P.

    2015-01-01

    Background and objectives This study examined the effects of verbal information and approach-avoidance training on fear-related cognitive and behavioural responses about novel animals. Methods One hundred and sixty children (7–11 years) were randomly allocated to receive: a) positive verbal information about one novel animal and threat information about a second novel animal (verbal information condition); b) approach-avoidance training in which they repeatedly pushed away (avoid) or pulled closer (approach) pictures of the animals (approach-avoidance training), c) a combined condition in which verbal information was given prior to approach-avoidance training (verbal information + approach-avoidance training) and d) a combined condition in which approach-avoidance training was given prior to verbal information (approach-avoidance training + verbal information). Results Threat and positive information significantly increased and decreased fear beliefs and avoidance behaviour respectively. Approach-avoidance training was successful in training the desired behavioural responses but had limited effects on fear-related responses. Verbal information and both combined conditions resulted in significantly larger effects than approach-avoidance training. We found no evidence for an additive effect of these pathways. Limitations This study used a non-clinical sample and focused on novel animals rather than animals about which children already had experience or established fears. The study also compared positive information/approach with threat information/avoid training, limiting specific conclusions regarding the independent effects of these conditions. Conclusions The present study finds little evidence in support of a possible causal role for behavioural response training in the aetiology of childhood fear. However, the provision of verbal information appears to be an important pathway involved in the aetiology of childhood fear. PMID:25698069

  11. Verbal and Nonverbal Neuropsychological Test Performance in Subjects With Schizotypal Personality Disorder

    PubMed Central

    Voglmaier, Martina M.; Seidman, Larry J.; Niznikiewicz, Margaret A.; Dickey, Chandlee C.; Shenton, Martha E.; McCarley, Robert W.

    2010-01-01

    Objective The authors contrasted verbal and nonverbal measures of attention and memory in patients with DSM-IV-defined schizotypal personality disorder in order to expand on their previous findings of verbal learning deficits in these patients and to understand better the neuropsychological profile of schizotypal personality disorder. Method Cognitive test performance was examined in 16 right-handed men who met diagnostic criteria for schizotypal personality disorder and 16 matched male comparison subjects. Neuropsychological measures included verbal and nonverbal tests of persistence, supraspan learning, and short- and long-term memory retention. Neuropsychological profiles were constructed by standardizing test scores based on the means and standard deviations of the comparison subject group. Results Subjects with schizotypal personality disorder showed a mild to moderate general reduction in performance on all measures. Verbal measures of persistence, short-term retention, and learning were more severely impaired than their nonverbal analogs. Performance on measures of memory retention was independent of modality. Conclusions The results are consistent with previous reports that have suggested a mild, general decrement in cognitive performance and proportionately greater involvement of the left hemisphere in patients with schizotypal personality disorder. The findings provide further support for a specific deficit in the early processing stages of verbal learning. PMID:10784473

  12. Non-verbal communication in severe aphasia: influence of aphasia, apraxia, or semantic processing?

    PubMed

    Hogrefe, Katharina; Ziegler, Wolfram; Weidinger, Nicole; Goldenberg, Georg

    2012-09-01

    Patients suffering from severe aphasia have to rely on non-verbal means of communication to convey a message. However, to date it is not clear which patients are able to do so. Clinical experience indicates that some patients use non-verbal communication strategies like gesturing very efficiently whereas others fail to transmit semantic content by non-verbal means. Concerns have been expressed that limb apraxia would affect the production of communicative gestures. Research investigating if and how apraxia influences the production of communicative gestures, led to contradictory outcomes. The purpose of this study was to investigate the impact of limb apraxia on spontaneous gesturing. Further, linguistic and non-verbal semantic processing abilities were explored as potential factors that might influence non-verbal expression in aphasic patients. Twenty-four aphasic patients with highly limited verbal output were asked to retell short video-clips. The narrations were videotaped. Gestural communication was analyzed in two ways. In the first part of the study, we used a form-based approach. Physiological and kinetic aspects of hand movements were transcribed with a notation system for sign languages. We determined the formal diversity of the hand gestures as an indicator of potential richness of the transmitted information. In the second part of the study, comprehensibility of the patients' gestural communication was evaluated by naive raters. The raters were familiarized with the model video-clips and shown the recordings of the patients' retelling without sound. They were asked to indicate, for each narration, which story was being told and which aspects of the stories they recognized. The results indicate that non-verbal faculties are the most important prerequisites for the production of hand gestures. Whereas results on standardized aphasia testing did not correlate with any gestural indices, non-verbal semantic processing abilities predicted the formal diversity

  13. Don't Throw out the Baby with the Bathwater: Verbal Repetition, Mnemonics, and Active Learning

    ERIC Educational Resources Information Center

    Saber, Jane Lee; Johnson, Richard D.

    2008-01-01

    The effectiveness of using verbal repetition and first-letter acronyms to teach a common marketing framework was examined in two experiments. In Experiment 1, 345 undergraduate students were exposed to the framework using one of four conditions: control, verbal repetition, acronym, and verbal repetition plus acronym in a traditional learning…

  14. Verbal Regulation of Behavior and IQ in Canadian Indian and White Children

    ERIC Educational Resources Information Center

    Schubert, Josef; Cropley, A. J.

    1972-01-01

    Detailed analysis of the reactions to training and of the verbal regulation of behavior scores of subjects from a remote Indian reserve showed that the low IQ of this group resulted from an underdevelopment of reflective verbal thought, but not from a biologically determined inadequacy. (Authors)

  15. The Differential Role of Verbal and Spatial Working Memory in the Neural Basis of Arithmetic

    PubMed Central

    Demir, Özlem Ece; Prado, Jérôme; Booth, James R.

    2014-01-01

    We examine the relations of verbal and spatial WM ability to the neural bases of arithmetic in school-age children. We independently localize brain regions subserving verbal versus spatial representations. For multiplication, higher verbal WM ability is associated with greater recruitment of the left temporal cortex, identified by the verbal localizer. For multiplication and subtraction, higher spatial WM ability is associated with greater recruitment of right parietal cortex, identified by the spatial localizer. Depending on their WM ability, children engage different neural systems that manipulate different representations to solve arithmetic problems. PMID:25144257

  16. Analyzing Verbal and Nonverbal Classroom Communications.

    ERIC Educational Resources Information Center

    Heger, Herbert K.

    The Miniaturized Interaction Analysis System (Mini-TIA) was developed to permit improved analysis of classroom communication in conjunction with video taping. Each of seven verbal event categories is subdivided into two categories according to the nature of the nonverbal events paralleling them. Integrated into the system are (1) defined verbal…

  17. Magic Memories: Young Children's Verbal Recall after a 6-Year Delay

    ERIC Educational Resources Information Center

    Jack, Fiona; Simcock, Gabrielle; Hayne, Harlene

    2012-01-01

    This report describes the first prospective study specifically designed to assess children's verbal memory for a unique event 6 years after it occurred. Forty-six 27- to 51-month-old children took part in a unique event and were interviewed about it twice, after 24-hr and 6-year delays. During the 6-year interview, 9 children verbally recalled the…

  18. Verbal abuse of pediatric nurses by patients and families.

    PubMed

    Truman, Ann; Goldman, Myra; Lehna, Carlee; Berger, Jill; Topp, Robert

    2013-01-01

    The purpose of this study was to determine the extent to which nurses practicing in a pediatric hospital encounter verbal abuse by patients and families and their reactions to this abuse. Verbal abuse, the most common type of workplace violence against nurses results in declining morale and job satisfaction, and can negatively impact nurse turnover and quality of patient care. The study employed a concurrent triangulation strategy using mixed methods. The 162 nurses who volunteered completed a 3-part questionnaire, and a subgroup participated in one of three focus groups. Eighty-two percent of subjects reported verbal abuse an average of 4 times per month. The majority of these continued to think about the incident for a few hours (25%), a few days (36%), or a week or more (12%). Nearly half reported feeling angry or powerless and 14% said they thought of leaving their position. The findings of this study described the nature and scope of the problem, and prompted improvement in processes and education to support nurses.

  19. Prevalence and predictors of verbal aggression in a secure mental health service: Use of the HCR-20.

    PubMed

    Gunenc, Cevher; O'Shea, Laura E; Dickens, Geoffrey L

    2015-08-01

    Despite evidence about the negative effects of verbal aggression in mental health wards there is little research about its prevalence or about the factors that predict the behaviour among inpatients. This study aimed to determine the prevalence of verbal aggression in a secure mental health service, and to examine the relationship of verbal aggression with risk factors for aggression in the risk assessment tool HCR-20 in order to establish whether, and with which factors, the behaviour can be predicted. Verbal aggression was measured using the Overt Aggression Scale (OAS) over a 3-month period across a heterogeneous patient group (n = 613). Over half the patients (n = 341, 56%) engaged in 1594 incidents of verbal aggression. The HCR-20 total, clinical, and risk management subscale scores predicted verbal aggression, though effect sizes were not large. Item-outcome analysis revealed that impulsivity, negative attitudes, and non-compliance with medication were the best predictors of verbal aggression and, therefore, should be targeted for intervention. There are key synergies between factors predicting verbal aggression and the core mental health nursing role. Nurses, therefore, are in a prime position to develop and implement interventions that may reduce verbal aggression in mental health inpatients. © 2015 Australian College of Mental Health Nurses Inc.

  20. Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

    ERIC Educational Resources Information Center

    Bowler, Dermot M.; Limoges, Elyse; Mottron, Laurent

    2009-01-01

    The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and…

  1. Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children.

    PubMed

    Kaushanskaya, Margarita; Gross, Megan; Buac, Milijana

    2014-07-01

    We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English-speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual-immersion schooling for an average of 2 years. The groups were compared on a measure of non-linguistic task-shifting; measures of verbal short-term and working memory; and measures of word learning. The two groups of children did not differ on measures of non-linguistic task-shifting and verbal short-term memory. However, the classroom-exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning. © 2014 John Wiley & Sons Ltd.

  2. Effects of Classroom Bilingualism on Task Shifting, Verbal Memory, and Word Learning in Children

    PubMed Central

    Kaushanskaya, Margarita; Gross, Megan; Buac, Milijana

    2014-01-01

    We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English-speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual-immersion schooling for an average of two years. The groups were compared on a measure of non-linguistic task-shifting; measures of verbal short-term and working memory; and measures of word-learning. The two groups of children did not differ on measures of non-linguistic task-shifting and verbal short-term memory. However, the classroom-exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word-learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning. PMID:24576079

  3. Effects of hormonal contraceptives on mental rotation and verbal fluency.

    PubMed

    Griksiene, Ramune; Ruksenas, Osvaldas

    2011-09-01

    Cognitive abilities, such as verbal fluency and mental rotation, are most sensitive to changes in sex steroids but poorly studied in the context of hormonal contraceptive usage. Therefore, we investigated the performance of mental rotation and verbal fluency in young (21.5±1.8 years) healthy oral contraceptive (OC) users (23 women) and non-users (20 women) during the follicular, ovulatory and luteal phases of the menstrual cycle. Salivary 17β-estradiol, progesterone and testosterone levels were assayed to evaluate hormonal differences between groups and the phases of the menstrual cycle. To assess the effects of progestins having androgenic/anti-androgenic properties, OC users were subdivided into the third and new generation OC users. In addition, positive and negative affects as factors possibly affecting cognitive performance were evaluated. Salivary 17β-estradiol and progesterone levels were significantly lower in hormonal contraception users. Level of salivary testosterone was slightly lower in the OC users group with significant difference only during ovulatory phase. Naturally cycling women performed better on verbal fluency task as compared to OC users. Subjects who used the third generation (androgenic) OCs generated significantly fewer words as compared to new generation (anti-androgenic) OC users and non-users. The third generation OC users demonstrated significantly longer RT in MRT task as compared to non-users. The MRT, verbal fluency and mood parameters did not depend on the phase of menstrual cycle. The parameters of the PANAS (Positive and Negative Affect Schedule) scales did not differ between OC users and non-users. Our findings show that hormonal contraception has an impact on verbal and spatial abilities. Different performances between users of oral contraceptives with androgenic and anti-androgenic properties suggest an essential role for the progestins contained in OCs on cognitive performance. Copyright © 2011 Elsevier Ltd. All rights

  4. Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding.

    PubMed

    Cheung, Mei-Chun; Chan, Agnes S; Liu, Ying; Law, Derry; Wong, Christina W Y

    2017-01-01

    Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation.

  5. Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding

    PubMed Central

    Cheung, Mei-chun; Chan, Agnes S.; Liu, Ying; Law, Derry; Wong, Christina W. Y.

    2017-01-01

    Music training can improve cognitive functions. Previous studies have shown that children and adults with music training demonstrate better verbal learning and memory performance than those without such training. Although prior studies have shown an association between music training and changes in the structural and functional organization of the brain, there is no concrete evidence of the underlying neural correlates of the verbal memory encoding phase involved in such enhanced memory performance. Therefore, we carried out an electroencephalography (EEG) study to investigate how music training was associated with brain activity during the verbal memory encoding phase. Sixty participants were recruited, 30 of whom had received music training for at least one year (the MT group) and 30 of whom had never received music training (the NMT group). The participants in the two groups were matched for age, education, gender distribution, and cognitive capability. Their verbal and visual memory functions were assessed using standardized neuropsychological tests and EEG was used to record their brain activity during the verbal memory encoding phase. Consistent with previous studies, the MT group demonstrated better verbal memory than the NMT group during both the learning and the delayed recall trials in the paper-and-pencil tests. The MT group also exhibited greater learning capacity during the learning trials. Compared with the NMT group, the MT group showed an increase in long-range left and right intrahemispheric EEG coherence in the theta frequency band during the verbal memory encoding phase. In addition, their event-related left intrahemispheric theta coherence was positively associated with subsequent verbal memory performance as measured by discrimination scores. These results suggest that music training may modulate the cortical synchronization of the neural networks involved in verbal memory formation. PMID:28358852

  6. Refined carbohydrate intake in relation to non-verbal intelligence among Tehrani schoolchildren.

    PubMed

    Abargouei, Amin Salehi; Kalantari, Naser; Omidvar, Nasrin; Rashidkhani, Bahram; Rad, Anahita Houshiar; Ebrahimi, Azizeh Afkham; Khosravi-Boroujeni, Hossein; Esmaillzadeh, Ahmad

    2012-10-01

    Nutrition has long been considered one of the most important environmental factors affecting human intelligence. Although carbohydrates are the most widely studied nutrient for their possible effects on cognition, limited data are available linking usual refined carbohydrate intake and intelligence. The present study was conducted to examine the relationship between long-term refined carbohydrate intake and non-verbal intelligence among schoolchildren. Cross-sectional study. Tehran, Iran. In this cross-sectional study, 245 students aged 6-7 years were selected from 129 elementary schools in two western regions of Tehran. Anthropometric measurements were carried out. Non-verbal intelligence and refined carbohydrate consumption were determined using Raven's Standard Progressive Matrices test and a modified sixty-seven-item FFQ, respectively. Data about potential confounding variables were collected. Linear regression analysis was applied to examine the relationship between non-verbal intelligence scores and refined carbohydrate consumption. Individuals in top tertile of refined carbohydrate intake had lower mean non-verbal intelligence scores in the crude model (P < 0.038). This association remained significant after controlling for age, gender, birth date, birth order and breast-feeding pattern (P = 0.045). However, further adjustments for mother's age, mother's education, father's education, parental occupation and BMI made the association statistically non-significant. We found a significant inverse association between refined carbohydrate consumption and non-verbal intelligence scores in regression models (β = -11.359, P < 0.001). This relationship remained significant in multivariate analysis after controlling for potential confounders (β = -8.495, P = 0.038). The study provides evidence indicating an inverse relationship between refined carbohydrate consumption and non-verbal intelligence among Tehrani children aged 6-7 years. Prospective studies are needed

  7. Collecting verbal autopsies: improving and streamlining data collection processes using electronic tablets.

    PubMed

    Flaxman, Abraham D; Stewart, Andrea; Joseph, Jonathan C; Alam, Nurul; Alam, Sayed Saidul; Chowdhury, Hafizur; Mooney, Meghan D; Rampatige, Rasika; Remolador, Hazel; Sanvictores, Diozele; Serina, Peter T; Streatfield, Peter Kim; Tallo, Veronica; Murray, Christopher J L; Hernandez, Bernardo; Lopez, Alan D; Riley, Ian Douglas

    2018-02-01

    There is increasing interest in using verbal autopsy to produce nationally representative population-level estimates of causes of death. However, the burden of processing a large quantity of surveys collected with paper and pencil has been a barrier to scaling up verbal autopsy surveillance. Direct electronic data capture has been used in other large-scale surveys and can be used in verbal autopsy as well, to reduce time and cost of going from collected data to actionable information. We collected verbal autopsy interviews using paper and pencil and using electronic tablets at two sites, and measured the cost and time required to process the surveys for analysis. From these cost and time data, we extrapolated costs associated with conducting large-scale surveillance with verbal autopsy. We found that the median time between data collection and data entry for surveys collected on paper and pencil was approximately 3 months. For surveys collected on electronic tablets, this was less than 2 days. For small-scale surveys, we found that the upfront costs of purchasing electronic tablets was the primary cost and resulted in a higher total cost. For large-scale surveys, the costs associated with data entry exceeded the cost of the tablets, so electronic data capture provides both a quicker and cheaper method of data collection. As countries increase verbal autopsy surveillance, it is important to consider the best way to design sustainable systems for data collection. Electronic data capture has the potential to greatly reduce the time and costs associated with data collection. For long-term, large-scale surveillance required by national vital statistical systems, electronic data capture reduces costs and allows data to be available sooner.

  8. Music enhances verbal episodic memory in Alzheimer's disease.

    PubMed

    Palisson, Juliette; Roussel-Baclet, Caroline; Maillet, Didier; Belin, Catherine; Ankri, Joël; Narme, Pauline

    2015-01-01

    Although previous studies suggest that music may facilitate verbal learning in a healthy population, such a mnemonic effect has seldom been investigated in Alzheimer's disease (AD). Moreover, memorization of texts was generally compared when either sung or spoken. In the present study, it was examined whether the benefit observed on verbal learning was specific to music or whether an associative context binding items together led to similar benefits, regardless of the nature of the association. Twelve patients with mild AD and 15 healthy controls learned texts presented with either a musical (sung) or a nonmusical association (spoken associated to a silent movie sequence) or without association (spoken alone). Immediate and delayed (after a 5-min delay) recall was measured. Main results showed that (a) sung texts were better remembered than spoken texts, both immediately and after a retention delay, for both groups; (b) the musical benefit was robust, being observed in most AD patients; (c) the nonmusical association may also facilitate verbal learning but to a lesser extent. A musical association during the encoding stage facilitates learning and retention in AD. Furthermore, this advantage seemed quite specific to music. The results are discussed with respect to the clinical applications in AD; theoretical implications are highlighted to explain the power of music as a mnemonic technique.

  9. A conceptual model of Verbal Exchange Health Literacy

    PubMed Central

    Harrington, Kathleen F.; Valerio, Melissa A.

    2014-01-01

    Objective To address a gap in understanding of verbal exchange (oral and aural) health literacy by describing the systematic development of a verbal exchange health literacy (VEHL) definition and model which hypothesizes the role of VEHL in health outcomes. Methods Current health literacy and communication literature was systematically reviewed and combined with qualitative patient and provider data that were analyzed using a grounded theory approach. Results Analyses of current literature and formative data indicated the importance of verbal exchange in the clinical setting and revealed various factors associated with the patient-provider relationship and their characteristics that influence decision making and health behaviors. VEHL is defined as the ability to speak and listen that facilitates exchanging, understanding, and interpreting of health information for health-decision making, disease management and navigation of the healthcare system. A model depiction of mediating and influenced factors is presented. Conclusion A definition and model of VEHL is a step towards addressing a gap in health literacy knowledge and provides a foundation for examining the influence of VEHL on health outcomes. Practice Implications VEHL is an extension of current descriptions of health literacy and has implications for patient-provider communication and health decision making. PMID:24291145

  10. Dichotic assessment of verbal memory function: development and validation of the Persian version of Dichotic Verbal Memory Test.

    PubMed

    Aghamollaei, Maryam; Jafari, Zahra; Tahaei, Aliakbar; Toufan, Reyhane; Keyhani, Mohammadreza; Rahimzade, Shadi; Esmaeili, Mahdieh

    2013-09-01

    The Dichotic Verbal Memory Test (DVMT) is useful in detecting verbal memory deficits and differences in memory function between the brain hemispheres. The purpose of this study was to prepare the Persian version of DVMT, to obtain its results in 18- to 25-yr-old Iranian individuals, and to examine the ear, gender, and serial position effect. The Persian version of DVMT consisted of 18 10-word lists. After preparing the 18 lists, content validity was assessed by a panel of eight experts and the equivalency of the lists was evaluated. Then the words were recorded on CD in a dichotic mode such that 10 words were presented to one ear, with the same words reversed simultaneously presented to the other ear. Thereafter, it was performed on a sample of young, normal, Iranian individuals. Thirty normal individuals (no history of neurological, ontological, or psychological diseases) with ages ranging from 18 to 25 yr were examined for evaluating the equivalency of the lists, and 110 subjects within the same age range participated in the final stage of the study to obtain the normative data on the developed test. There was no significant difference between the mean scores of the 18 developed lists (p > 0.05). The mean content validity index (CVI) score was .96. A significant difference was found between the mean score of the two ears (p < 0.05) and between female and male participants (p < 0.05). The Persian version of DVMT has good content validity and can be used for verbal memory assessment in Iranian young adults. American Academy of Audiology.

  11. Anatomical Correlates of Non-Verbal Perception in Dementia Patients

    PubMed Central

    Lin, Pin-Hsuan; Chen, Hsiu-Hui; Chen, Nai-Ching; Chang, Wen-Neng; Huang, Chi-Wei; Chang, Ya-Ting; Hsu, Shih-Wei; Hsu, Che-Wei; Chang, Chiung-Chih

    2016-01-01

    Purpose: Patients with dementia who have dissociations in verbal and non-verbal sound processing may offer insights into the anatomic basis for highly related auditory modes. Methods: To determine the neuronal networks on non-verbal perception, 16 patients with Alzheimer’s dementia (AD), 15 with behavior variant fronto-temporal dementia (bv-FTD), 14 with semantic dementia (SD) were evaluated and compared with 15 age-matched controls. Neuropsychological and auditory perceptive tasks were included to test the ability to compare pitch changes, scale-violated melody and for naming and associating with environmental sound. The brain 3D T1 images were acquired and voxel-based morphometry (VBM) was used to compare and correlated the volumetric measures with task scores. Results: The SD group scored the lowest among 3 groups in pitch or scale-violated melody tasks. In the environmental sound test, the SD group also showed impairment in naming and also in associating sound with pictures. The AD and bv-FTD groups, compared with the controls, showed no differences in all tests. VBM with task score correlation showed that atrophy in the right supra-marginal and superior temporal gyri was strongly related to deficits in detecting violated scales, while atrophy in the bilateral anterior temporal poles and left medial temporal structures was related to deficits in environmental sound recognition. Conclusions: Auditory perception of pitch, scale-violated melody or environmental sound reflects anatomical degeneration in dementia patients and the processing of non-verbal sounds are mediated by distinct neural circuits. PMID:27630558

  12. Physical growth and non-verbal intelligence: Associations in Zambia

    PubMed Central

    Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

    2014-01-01

    Objectives To investigate normative developmental BMI trajectories and associations of physical growth indicators (ie, height, weight, head circumference [HC], body mass index [BMI]) with non-verbal intelligence in an understudied population of children from Sub-Saharan Africa. Study design A sample of 3981 students (50.8% male), grades 3 to 7, with a mean age of 12.75 years was recruited from 34 rural Zambian schools. Children with low scores on vision and hearing screenings were excluded. Height, weight and HC were measured, and non-verbal intelligence was assessed using UNIT-symbolic memory and KABC-II-triangles. Results Results showed that students in higher grades have a higher BMI over and above the effect of age. Girls showed a marginally higher BMI, although that for both boys and girls was approximately 1 SD below the international CDC and WHO norms. Controlling for the effect of age, non-verbal intelligence showed small but significant positive relationships with HC (r = .17) and BMI (r = .11). HC and BMI accounted for 1.9% of the variance in non-verbal intelligence, over and above the contribution of grade and sex. Conclusions BMI-for-age growth curves of Zambian children follow observed worldwide developmental trajectories. The positive relationships between BMI and intelligence underscore the importance of providing adequate nutritional and physical growth opportunities for children worldwide and in sub-Saharan Africa in particular. Directions for future studies are discussed with regard to maximizing the cognitive potential of all rural African children. PMID:25217196

  13. Visuospatial declarative learning despite profound verbal declarative amnesia in Korsakoff's syndrome.

    PubMed

    Oudman, Erik; Postma, Albert; Nijboer, Tanja C W; Wijnia, Jan W; Van der Stigchel, Stefan

    2017-03-20

    Korsakoff's syndrome (KS) is a neuropsychiatric disorder characterised by severe amnesia. Although the presence of impairments in memory has long been acknowledged, there is a lack of knowledge about the precise characteristics of declarative memory capacities in order to implement memory rehabilitation. In this study, we investigated the extent to which patients diagnosed with KS have preserved declarative memory capacities in working memory, long-term memory encoding or long-term memory recall operations, and whether these capacities are most preserved for verbal or visuospatial content. The results of this study demonstrate that patients with KS have compromised declarative memory functioning on all memory indices. Performance was lowest for the encoding operation compared to the working memory and delayed recall operation. With respect to the content, visuospatial memory was relatively better preserved than verbal memory. All memory operations functioned suboptimally, although the most pronounced disturbance was found in verbal memory encoding. Based on the preserved declarative memory capacities in patients, visuospatial memory can form a more promising target for compensatory memory rehabilitation than verbal memory. It is therefore relevant to increase the number of spatial cues in memory rehabilitation for KS patients.

  14. Teaching Task Sequencing via Verbal Mediation.

    ERIC Educational Resources Information Center

    Rusch, Frank R.; And Others

    1987-01-01

    Verbal sequence training was used to teach a moderately mentally retarded woman to sequence job-related tasks. Learning to say the tasks in the proper sequence resulted in the employee performing her tasks in that sequence, and the employee was capable of mediating her own work behavior when scheduled changes occurred. (Author/JDD)

  15. Imitation Therapy for Non-Verbal Toddlers

    ERIC Educational Resources Information Center

    Gill, Cindy; Mehta, Jyutika; Fredenburg, Karen; Bartlett, Karen

    2011-01-01

    When imitation skills are not present in young children, speech and language skills typically fail to emerge. There is little information on practices that foster the emergence of imitation skills in general and verbal imitation skills in particular. The present study attempted to add to our limited evidence base regarding accelerating the…

  16. Narrative Performance in Verbally Gifted Children.

    ERIC Educational Resources Information Center

    Porath, Marion

    1996-01-01

    Comparison of 14 verbally gifted 6-year olds with equal numbers of chronological-age and mental-age controls using a structural-developmental analysis found that the gifted children organized story plots in ways typical of children 2 years older, elaborated on basic plot structures more than control groups, and demonstrated advanced language…

  17. Tangent to Experimental Techniques of Verbal Control.

    ERIC Educational Resources Information Center

    Bilodeau, Ina McD.

    This paper is a critical comment and reaction to a 1965 article by G. A. Miller entitled "Some Preliminaries to Psycholinguistics." The subject matter is verbal control of behavior. Seven specific aspects of the Miller address are discussed. (WD)

  18. Barriers to repeated assessment of verbal learning and memory: a comparison of international shopping list task and rey auditory verbal learning test on build-up of proactive interference.

    PubMed

    Rahimi-Golkhandan, S; Maruff, P; Darby, D; Wilson, P

    2012-11-01

    Proactive interference (PI) that remains unidentified can confound the assessment of verbal learning, particularly when its effects vary from one population to another. The International Shopping List Task (ISLT) is a new measure that provides multiple forms that can be equated for linguistic factors across cultural groups. The aim of this study was to examine the build-up of PI on two measures of verbal learning-a traditional test of list learning (Rey Auditory Verbal Learning Test, RAVLT) and the ISLT. The sample consisted of 61 healthy adults aged 18-40. Each test had three parallel forms, each recalled three times. Results showed that repeated administration of the ISLT did not result in significant PI effects, unlike the RAVLT. Although these PI effects, observed during short retest intervals, may not be as robust under normal clinical administrations of the tests, the results suggest that the choice of the verbal learning test should be guided by the knowledge of PI effects and the susceptibility of particular patient groups to this effect.

  19. Verbal Memory Decline following DBS for Parkinson’s Disease: Structural Volumetric MRI Relationships

    PubMed Central

    Geevarghese, Ruben; Lumsden, Daniel E.; Costello, Angela; Hulse, Natasha; Ayis, Salma; Samuel, Michael; Ashkan, Keyoumars

    2016-01-01

    Background Parkinson’s disease is a chronic degenerative movement disorder. The mainstay of treatment is medical. In certain patients Deep Brain Stimulation (DBS) may be offered. However, DBS has been associated with post-operative neuropsychology changes, especially in verbal memory. Objectives Firstly, to determine if pre-surgical thalamic and hippocampal volumes were related to verbal memory changes following DBS. Secondly, to determine if clinical factors such as age, duration of symptoms or motor severity (UPDRS Part III score) were related to verbal memory changes. Methods A consecutive group of 40 patients undergoing bilateral Subthalamic Nucleus (STN)-DBS for PD were selected. Brain MRI data was acquired, pre-processed and structural volumetric data was extracted using FSL. Verbal memory test scores for pre- and post-STN-DBS surgery were recorded. Linear regression was used to investigate the relationship between score change and structural volumetric data. Results A significant relationship was demonstrated between change in List Learning test score and thalamic (left, p = 0.02) and hippocampal (left, p = 0.02 and right p = 0.03) volumes. Duration of symptoms was also associated with List Learning score change (p = 0.02 to 0.03). Conclusion Verbal memory score changes appear to have a relationship to pre-surgical MRI structural volumetric data. The findings of this study provide a basis for further research into the use of pre-surgical MRI to counsel PD patients regarding post-surgical verbal memory changes. PMID:27557088

  20. The Evocative Power of Words: Activation of Concepts by Verbal and Nonverbal Means

    PubMed Central

    Lupyan, Gary; Thompson-Schill, Sharon L.

    2014-01-01

    A major part of learning a language is learning to map spoken words onto objects in the environment. An open question is what are the consequences of this learning for cognition and perception? Here, we present a series of experiments that examine effects of verbal labels on the activation of conceptual information as measured through picture verification tasks. We find that verbal cues, such as the word “cat,” lead to faster and more accurate verification of congruent objects and rejection of incongruent objects than do either nonverbal cues, such as the sound of a cat meowing, or words that do not directly refer to the object, such as the word “meowing.” This label advantage does not arise from verbal labels being more familiar or easier to process than other cues, and it does extends to newly learned labels and sounds. Despite having equivalent facility in learning associations between novel objects and labels or sounds, conceptual information is activated more effectively through verbal means than through non-verbal means. Thus, rather than simply accessing nonverbal concepts, language activates aspects of a conceptual representation in a particularly effective way. We offer preliminary support that representations activated via verbal means are more categorical and show greater consistency between subjects. These results inform the understanding of how human cognition is shaped by language and hint at effects that different patterns of naming can have on conceptual structure. PMID:21928923

  1. Cultural Practices in Italian Family Conversations: Verbal Conflict between Parents and Preadolescents

    ERIC Educational Resources Information Center

    Arcidiacono, Francesco; Pontecorvo, Clotilde

    2009-01-01

    This work studies verbal conflict between parents and preadolescents through analysis of family dinnertime conversations. We move from the assumption that verbal conflict is an educational instrument of interaction and a tool of socialization. The aim of the research is to analyze the participants' strategies in situations of conflict and to…

  2. Televised Violence and Related Variables as Predictors of Self-Reported Verbal Aggression.

    ERIC Educational Resources Information Center

    Whaley, A. Bennett

    1982-01-01

    Results of this study indicate that no relationship was found between the respondents' verbal aggression and their viewing of either physical or verbal violence on television; no association was found between their aggressive predisposition and television viewing habits; and no association was found between their gender and preference for violent…

  3. Verbal Mediation and Memory for Novel Figural Designs: A Dual Interference Study

    ERIC Educational Resources Information Center

    Silverberg, N.; Buchanan, L.

    2005-01-01

    To the extent that all types of visual stimuli can be verbalized to some degree, verbal mediation is intrinsic in so-called ''visual'' memory processing. This impurity complicates the interpretation of visual memory performance, particularly in certain neurologically impaired populations (e.g., aphasia). The purpose of this study was to…

  4. Verbal Abilities as Predictors of Retention among Adolescents in a Therapeutic Community

    ERIC Educational Resources Information Center

    Wilson, Jeffrey J.; Levin, Frances R.; Donovan, Stephen J.; Nunes, Edward V.

    2006-01-01

    The relationship between verbal skills and retention among adolescents in substance abuse treatment is understudied. In order to assess verbal predictors of retention, twenty-eight 16-19 year old adolescents in a therapeutic community for substance abuse were evaluated between 30 and 90 days after admission. These adolescents were then followed…

  5. Effects of Parental Verbal Aggression on Children's Self-Esteem and School Marks.

    ERIC Educational Resources Information Center

    Solomon, C. Ruth; Serres, Francoise

    1999-01-01

    A study of 144 children (age 10) investigated whether parental verbal violence had negative effects on self-esteem and academic achievement. Results found parental verbal aggression alone, as separate and distinct from physical punishment, contributed to low self-esteem and school achievement. The need for parent education on child rearing is…

  6. Effects of age, education and gender on verbal fluency.

    PubMed

    Mathuranath, P S; George, A; Cherian, P J; Alexander, A; Sarma, S G; Sarma, P S

    2003-12-01

    The objective was to study the effects of age, education and gender on verbal fluency in cognitively unimpaired, older individuals. The methods used were as follows: cognitively unimpaired elderly (55-84 years) subjects (n=153), were administered category (animal) (CF) and letter (/pa/) (LF) fluency tasks, in their native language of Malayalam. Results and conclusions were (1) Level of education, but not age or gender, significantly influence LF. (2) Level of education (directly) and in the elderly subjects, age (inversely) affect CF. (3) Age, but not education, has a differential effect on the tasks of verbal fluency, influencing CF more than LF.

  7. Respiratory Constraints in Verbal and Non-verbal Communication.

    PubMed

    Włodarczak, Marcin; Heldner, Mattias

    2017-01-01

    In the present paper we address the old question of respiratory planning in speech production. We recast the problem in terms of speakers' communicative goals and propose that speakers try to minimize respiratory effort in line with the H&H theory. We analyze respiratory cycles coinciding with no speech (i.e., silence), short verbal feedback expressions (SFE's) as well as longer vocalizations in terms of parameters of the respiratory cycle and find little evidence for respiratory planning in feedback production. We also investigate timing of speech and SFEs in the exhalation and contrast it with nods. We find that while speech is strongly tied to the exhalation onset, SFEs are distributed much more uniformly throughout the exhalation and are often produced on residual air. Given that nods, which do not have any respiratory constraints, tend to be more frequent toward the end of an exhalation, we propose a mechanism whereby respiratory patterns are determined by the trade-off between speakers' communicative goals and respiratory constraints.

  8. Verbal Fluency Performance in Amnestic MCI and Older Adults with Cognitive Complaints

    PubMed Central

    Nutter-Upham, Katherine E.; Saykin, Andrew J.; Rabin, Laura A.; Roth, Robert M.; Wishart, Heather A.; Pare, Nadia; Flashman, Laura A.

    2009-01-01

    Verbal fluency tests are employed regularly during neuropsychological assessments of older adults, and deficits are a common finding in patients with Alzheimer’s disease (AD). Little extant research, however, has investigated verbal fluency ability and subtypes in preclinical stages of neurodegenerative disease. We examined verbal fluency performance in 107 older adults with amnestic mild cognitive impairment (MCI, n = 37), cognitive complaints (CC, n = 37) despite intact neuropsychological functioning, and demographically-matched healthy controls (HC, n = 33). Participants completed fluency tasks with letter, semantic category, and semantic switching constraints. Both phonemic and semantic fluency were statistically (but not clinically) reduced in amnestic MCI relative to cognitively intact older adults, indicating subtle changes in both the quality of the semantic store and retrieval slowing. Investigation of the underlying constructs of verbal fluency yielded two factors: Switching (including switching and shifting tasks) and Production (including letter, category, and action naming tasks), and both factors discriminated MCI from HC albeit to different degrees. Correlational findings further suggested that all fluency tasks involved executive control to some degree, while those with an added executive component (i.e., switching and shifting) were less dependent on semantic knowledge. Overall, our findings highlight the importance of including multiple verbal fluency tests in assessment batteries targeting preclinical dementia populations and suggest that individual fluency tasks may tap specific cognitive processes. PMID:18339515

  9. Emotional verbal fluency: a new task on emotion and executive function interaction.

    PubMed

    Sass, Katharina; Fetz, Karolina; Oetken, Sarah; Habel, Ute; Heim, Stefan

    2013-09-01

    The present study introduces "Emotional Verbal Fluency" as a novel (partially computerized) task, which is aimed to investigate the interaction between emotionally loaded words and executive functions. Verbal fluency tasks are thought to measure executive functions but the interaction with emotional aspects is hardly investigated. In the current study, a group of healthy subjects (n = 21, mean age 25 years, 76% females) were asked to generate items that are either part of a semantic category (e.g., plants, toys, vehicles; standard semantic verbal fluency) or can trigger the emotions joy, anger, sadness, fear and disgust. The results of the task revealed no differences between performance on semantic and emotional categories, suggesting a comparable task difficulty for healthy subjects. Hence, these first results on the comparison between semantic and emotional verbal fluency seem to highlight that both might be suitable for examining executive functioning. However, an interaction was found between the category type and repetition (first vs. second sequence of the same category) with larger performance decrease for semantic in comparison to emotional categories. Best performance overall was found for the emotional category "joy" suggesting a positivity bias in healthy subjects. To conclude, emotional verbal fluency is a promising approach to investigate emotional components in an executive task, which may stimulate further research, especially in psychiatric patients who suffer from emotional as well as cognitive deficits.

  10. Emotional Verbal Fluency: A New Task on Emotion and Executive Function Interaction

    PubMed Central

    Sass, Katharina; Fetz, Karolina; Oetken, Sarah; Habel, Ute; Heim, Stefan

    2013-01-01

    The present study introduces “Emotional Verbal Fluency” as a novel (partially computerized) task, which is aimed to investigate the interaction between emotionally loaded words and executive functions. Verbal fluency tasks are thought to measure executive functions but the interaction with emotional aspects is hardly investigated. In the current study, a group of healthy subjects (n = 21, mean age 25 years, 76% females) were asked to generate items that are either part of a semantic category (e.g., plants, toys, vehicles; standard semantic verbal fluency) or can trigger the emotions joy, anger, sadness, fear and disgust. The results of the task revealed no differences between performance on semantic and emotional categories, suggesting a comparable task difficulty for healthy subjects. Hence, these first results on the comparison between semantic and emotional verbal fluency seem to highlight that both might be suitable for examining executive functioning. However, an interaction was found between the category type and repetition (first vs. second sequence of the same category) with larger performance decrease for semantic in comparison to emotional categories. Best performance overall was found for the emotional category “joy” suggesting a positivity bias in healthy subjects. To conclude, emotional verbal fluency is a promising approach to investigate emotional components in an executive task, which may stimulate further research, especially in psychiatric patients who suffer from emotional as well as cognitive deficits. PMID:25379243

  11. Non-verbal Communication in a Neonatal Intensive Care Unit: A Video Audit Using Non-verbal Immediacy Scale (NIS-O).

    PubMed

    Nimbalkar, Somashekhar Marutirao; Raval, Himalaya; Bansal, Satvik Chaitanya; Pandya, Utkarsh; Pathak, Ajay

    2018-05-03

    Effective communication with parents is a very important skill for pediatricians especially in a neonatal setup. The authors analyzed non-verbal communication of medical caregivers during counseling sessions. Recorded videos of counseling sessions from the months of March-April 2016 were audited. Counseling episodes were scored using Non-verbal Immediacy Scale Observer Report (NIS-O). A total of 150 videos of counseling sessions were audited. The mean (SD) total score on (NIS-O) was 78.96(7.07). Female counseled sessions had significantly higher proportion of low scores (p < 0.001). No video revealed high score. Overall 67(44.67%) sessions revealed low total score. This reflects an urgent need to develop strategies to improve communication skills in a neonatal unit. This study lays down a template on which other Neonatal intensive care units (NICUs) can carry out gap defining audits.

  12. A method for recording verbal behavior in free-play settings.

    PubMed

    Nordquist, V M

    1971-01-01

    The present study attempted to test the reliability of a new method of recording verbal behavior in a free-play preschool setting. Six children, three normal and three speech impaired, served as subjects. Videotaped records of verbal behavior were scored by two experimentally naive observers. The results suggest that the system provides a means of obtaining reliable records of both normal and impaired speech, even when the subjects exhibit nonverbal behaviors (such as hyperactivity) that interfere with direct observation techniques.

  13. Retinoblastoma and Superior Verbal IQ Scores?

    ERIC Educational Resources Information Center

    Tobin, Michael; Hill, Eileen; Hill, John

    2010-01-01

    Experienced teachers have long asserted that children blind from retinoblastoma (Rb), a rare cancer of the eye, are of above average intelligence. To test this hypothesis, standardized verbal intelligence tests were administered to a sample of 85 children and adults, all diagnosed with the early infancy form of this condition. For 42 of the Rb…

  14. Individual Differences in Cognition: Relationship between Verbal Ability and Memory for Order.

    ERIC Educational Resources Information Center

    Schwartz, Steven; Wiedel, Timothy C.

    1978-01-01

    The relation between individual differences in verbal ability and memory for order was investigated. Results indicated that (1) order and item information may be retained separately; (2) verbal ability is related to short-term recall but not recognition of order; and (3) transformation of order at output increases the relation. (Author/RD)

  15. Divergent Development of Verbal Skills in Children Who Are Blind or Sighted

    ERIC Educational Resources Information Center

    Journal of Visual Impairment & Blindness, 2007

    2007-01-01

    This empirical study compared the average ages at which four children with congenital blindness acquired 29 verbal skills with given age norms for sighted children. The results indicated only small developmental delays in the acquisition of verbal skills in the four children, but a high degree of variability in developmental delays within and…

  16. Creating Tic Suppression: Comparing the Effects of Verbal Instruction to Differential Reinforcement

    ERIC Educational Resources Information Center

    Woods, Douglas W.; Himle, Michael B.

    2004-01-01

    The purpose of this study was to compare two methods designed to produce tic reduction in 4 children with Tourette's syndrome. Specifically, a verbal instruction not to engage in tics was compared to a verbal instruction plus differential reinforcement of zero-rate behavior (DRO). Results showed that the DRO-enhanced procedure yielded greater…

  17. Motivating the Documentation of the Verbal Arts: Arguments from Theory and Practice

    ERIC Educational Resources Information Center

    Fitzgerald, Colleen M.

    2017-01-01

    For language documentation to be sufficiently extensive to cover a given community's language practices (cf. Himmelmann 1998), then including verbal arts is essential to ensure the richness of that comprehensive record. The verbal arts span the creative and artistic uses of a given language by speakers, such as storytelling, songs, puns and…

  18. Mental additions and verbal-domain interference in children with developmental dyscalculia.

    PubMed

    Mammarella, Irene C; Caviola, Sara; Cornoldi, Cesare; Lucangeli, Daniela

    2013-09-01

    This study examined the involvement of verbal and visuo-spatial domains in solving addition problems with carrying in a sample of children diagnosed with developmental dyscalculia (DD) divided into two groups: (i) those with DD alone and (ii) those with DD and dyslexia. Age and stage matched typically developing (TD) children were also studied. The addition problems were presented horizontally or vertically and associated with verbal or visuo-spatial information. Study results showed that DD children's performance on mental calculation tasks was more impaired when they tackled horizontally presented addition problems compared to vertically presented ones that are associated to verbal domain involvement. The performance pattern in the two DD groups was found to be similar. The theoretical, clinical and educational implications of these findings are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. Similar verbal memory impairments in schizophrenia and healthy aging. Implications for understanding of neural mechanisms.

    PubMed

    Silver, Henry; Bilker, Warren B

    2015-03-30

    Memory is impaired in schizophrenia patients but it is not clear whether this is specific to the illness and whether different types of memory (verbal and nonverbal) or memories in different cognitive domains (executive, object recognition) are similarly affected. To study relationships between memory impairments and schizophrenia we compared memory functions in 77 schizophrenia patients, 58 elderly healthy individuals and 41 young healthy individuals. Tests included verbal associative and logical memory and memory in executive and object recognition domains. We compared relationships of memory functions to each other and to other cognitive functions including psychomotor speed and verbal and spatial working memory. Compared to the young healthy group, schizophrenia patients and elderly healthy individuals showed similar severe impairment in logical memory and in the ability to learn new associations (NAL), and similar but less severe impairment in spatial working memory and executive and object memory. Verbal working memory was significantly more impaired in schizophrenia patients than in the healthy elderly. Verbal episodic memory impairment in schizophrenia may share common mechanisms with similar impairment in healthy aging. Impairment in verbal working memory in contrast may reflect mechanisms specific to schizophrenia. Study of verbal explicit memory impairment tapped by the NAL index may advance understanding of abnormal hippocampus dependent mechanisms common to schizophrenia and aging. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  20. Deciphering Rashomon: an approach to verbal autopsies of maternal deaths.

    PubMed

    Iyer, Aditi; Sen, Gita; Sreevathsa, Anuradha

    2013-01-01

    The paper discusses an approach to verbal autopsies that engages with the Rashomon phenomenon affecting ex post facto constructions of death and responds to the call for maternal safety. This method differs from other verbal autopsies in its approach to data collection and its framework of analysis. In our approach, data collection entails working with and triangulating multiple narratives, and minimising power inequalities in the investigation process. The framework of analysis focuses on the missed opportunities for death prevention as an alternative to (or deepening of) the Three Delays Model. This framework assesses the behavioural responses of health providers, as well as community and family members at each opportunity for death prevention and categorises them into four groups: non-actions, inadequate actions, inappropriate actions and unavoidably delayed actions. We demonstrate the application of this approach to show how verbal autopsies can delve beneath multiple narratives and rigorously identify health system, behavioural and cultural factors that contribute to avoidable maternal mortality.

  1. Verbal communication skills in typical language development: a case series.

    PubMed

    Abe, Camila Mayumi; Bretanha, Andreza Carolina; Bozza, Amanda; Ferraro, Gyovanna Junya Klinke; Lopes-Herrera, Simone Aparecida

    2013-01-01

    The aim of the current study was to investigate verbal communication skills in children with typical language development and ages between 6 and 8 years. Participants were 10 children of both genders in this age range without language alterations. A 30-minute video of each child's interaction with an adult (father and/or mother) was recorded, fully transcribed, and analyzed by two trained researchers in order to determine reliability. The recordings were analyzed according to a protocol that categorizes verbal communicative abilities, including dialogic, regulatory, narrative-discursive, and non-interactive skills. The frequency of use of each category of verbal communicative ability was analyzed (in percentage) for each subject. All subjects used more dialogical and regulatory skills, followed by narrative-discursive and non-interactive skills. This suggests that children in this age range are committed to continue dialog, which shows that children with typical language development have more dialogic interactions during spontaneous interactions with a familiar adult.

  2. Direct observation of mother-child communication in pediatric cancer: assessment of verbal and non-verbal behavior and emotion.

    PubMed

    Dunn, Madeleine J; Rodriguez, Erin M; Miller, Kimberly S; Gerhardt, Cynthia A; Vannatta, Kathryn; Saylor, Megan; Scheule, C Melanie; Compas, Bruce E

    2011-06-01

    To examine the acceptability and feasibility of coding observed verbal and nonverbal behavioral and emotional components of mother-child communication among families of children with cancer. Mother-child dyads (N=33, children ages 5-17 years) were asked to engage in a videotaped 15-min conversation about the child's cancer. Coding was done using the Iowa Family Interaction Rating Scale (IFIRS). Acceptability and feasibility of direct observation in this population were partially supported: 58% consented and 81% of those (47% of all eligible dyads) completed the task; trained raters achieved 78% agreement in ratings across codes. The construct validity of the IFIRS was demonstrated by expected associations within and between positive and negative behavioral/emotional code ratings and between mothers' and children's corresponding code ratings. Direct observation of mother-child communication about childhood cancer has the potential to be an acceptable and feasible method of assessing verbal and nonverbal behavior and emotion in this population.

  3. Moral behavior and the development of verbal regulation

    PubMed Central

    Hayes, Steven C.; Gifford, Elizabeth V.; Hayes, Gregory J.

    1998-01-01

    The present paper examines the relationship between the development of moral behavior and the development of verbal regulatory processes. Relational frame theory and the distinctions among pliance, tracking, and augmenting forms of rule governance are applied to the domain of moral behavior and its development, in order to identify the specific social and verbal contingencies that are responsible for an evolving moral repertoire. It is argued that moral behavior is controlled by relational and rule-following repertoires, and that these can be arranged into a rough progression: pliance, tracking, augmenting, social concern for pliance, social concern for tracking, and social concern for augmenting. Congruence with data derived from other research traditions is examined, and applied implications are explored. PMID:22478311

  4. Verbal and Academic Skills in Children with Early-Onset Type 1 Diabetes

    ERIC Educational Resources Information Center

    Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo

    2010-01-01

    Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

  5. Explicit and Implicit Verbal Response Inhibition in Preschool-Age Children Who Stutter.

    PubMed

    Anderson, Julie D; Wagovich, Stacy A

    2017-04-14

    The purpose of this study was to examine (a) explicit and implicit verbal response inhibition in preschool children who do stutter (CWS) and do not stutter (CWNS) and (b) the relationship between response inhibition and language skills. Participants were 41 CWS and 41 CWNS between the ages of 3;1 and 6;1 (years;months). Explicit verbal response inhibition was measured using a computerized version of the grass-snow task (Carlson & Moses, 2001), and implicit verbal response inhibition was measured using the baa-meow task. Main dependent variables were reaction time and accuracy. The CWS were significantly less accurate than the CWNS on the implicit task, but not the explicit task. The CWS also exhibited slower reaction times than the CWNS on both tasks. Between-group differences in performance could not be attributed to working memory demands. Overall, children's performance on the inhibition tasks corresponded with parents' perceptions of their children's inhibition skills in daily life. CWS are less effective and efficient than CWNS in suppressing a dominant response while executing a conflicting response in the verbal domain.

  6. Beneficial effects of verbalization and visual distinctiveness on remembering and knowing faces.

    PubMed

    Brown, Charity; Lloyd-Jones, Toby J

    2006-03-01

    We examined the effect of verbally describing faces upon visual memory. In particular, we examined the locus of the facilitative effects of verbalization by manipulating the visual distinctiveness ofthe to-be-remembered faces and using the remember/know procedure as a measure of recognition performance (i.e., remember vs. know judgments). Participants were exposed to distinctive faces intermixed with typical faces and described (or not, in the control condition) each face following its presentation. Subsequently, the participants discriminated the original faces from distinctive and typical distractors in a yes/no recognition decision and made remember/know judgments. Distinctive faces elicited better discrimination performance than did typical faces. Furthermore, for both typical and distinctive faces, better discrimination performance was obtained in the description than in the control condition. Finally, these effects were evident for both recollection- and familiarity-based recognition decisions. We argue that verbalization and visual distinctiveness independently benefit face recognition, and we discuss these findings in terms of the nature of verbalization and the role of recollective and familiarity-based processes in recognition.

  7. Ace the Verbal on the SAT

    ERIC Educational Resources Information Center

    Meierding, Loren

    2005-01-01

    Many students are not accepted in to certain colleges and universities because of low SAT scores. Loren Meierding has written Ace the Verbal on the SAT to help students with minimal preparation do well by improving their vocabulary and use better techniques for finding the answers to the questions. This book provides strategies needed to score…

  8. General Outcome Measures for Verbal Operants

    ERIC Educational Resources Information Center

    Kubina, Richard M., Jr.; Wolfe, Pamela; Kostewicz, Douglas E.

    2009-01-01

    A general outcome measure (GOM) can be used to show progress towards a long-term goal. GOMs should sample domains of behavior across ages, be sensitive to change over time, be inexpensive and easy to use, and facilitate decision making. Skinner's (1957) analysis of verbal behavior may benefit from the development of GOM. To develop GOM, we…

  9. Performance of the Tariff Method: validation of a simple additive algorithm for analysis of verbal autopsies

    PubMed Central

    2011-01-01

    Background Verbal autopsies provide valuable information for studying mortality patterns in populations that lack reliable vital registration data. Methods for transforming verbal autopsy results into meaningful information for health workers and policymakers, however, are often costly or complicated to use. We present a simple additive algorithm, the Tariff Method (termed Tariff), which can be used for assigning individual cause of death and for determining cause-specific mortality fractions (CSMFs) from verbal autopsy data. Methods Tariff calculates a score, or "tariff," for each cause, for each sign/symptom, across a pool of validated verbal autopsy data. The tariffs are summed for a given response pattern in a verbal autopsy, and this sum (score) provides the basis for predicting the cause of death in a dataset. We implemented this algorithm and evaluated the method's predictive ability, both in terms of chance-corrected concordance at the individual cause assignment level and in terms of CSMF accuracy at the population level. The analysis was conducted separately for adult, child, and neonatal verbal autopsies across 500 pairs of train-test validation verbal autopsy data. Results Tariff is capable of outperforming physician-certified verbal autopsy in most cases. In terms of chance-corrected concordance, the method achieves 44.5% in adults, 39% in children, and 23.9% in neonates. CSMF accuracy was 0.745 in adults, 0.709 in children, and 0.679 in neonates. Conclusions Verbal autopsies can be an efficient means of obtaining cause of death data, and Tariff provides an intuitive, reliable method for generating individual cause assignment and CSMFs. The method is transparent and flexible and can be readily implemented by users without training in statistics or computer science. PMID:21816107

  10. Auditory Verbal Experience and Agency in Waking, Sleep Onset, REM, and Non-REM Sleep.

    PubMed

    Speth, Jana; Harley, Trevor A; Speth, Clemens

    2017-04-01

    We present one of the first quantitative studies on auditory verbal experiences ("hearing voices") and auditory verbal agency (inner speech, and specifically "talking to (imaginary) voices or characters") in healthy participants across states of consciousness. Tools of quantitative linguistic analysis were used to measure participants' implicit knowledge of auditory verbal experiences (VE) and auditory verbal agencies (VA), displayed in mentation reports from four different states. Analysis was conducted on a total of 569 mentation reports from rapid eye movement (REM) sleep, non-REM sleep, sleep onset, and waking. Physiology was controlled with the nightcap sleep-wake mentation monitoring system. Sleep-onset hallucinations, traditionally at the focus of scientific attention on auditory verbal hallucinations, showed the lowest degree of VE and VA, whereas REM sleep showed the highest degrees. Degrees of different linguistic-pragmatic aspects of VE and VA likewise depend on the physiological states. The quantity and pragmatics of VE and VA are a function of the physiologically distinct state of consciousness in which they are conceived. Copyright © 2016 Cognitive Science Society, Inc.

  11. A Community of One: Social Cognition and Auditory Verbal Hallucinations

    PubMed Central

    Bell, Vaughan

    2013-01-01

    Auditory verbal hallucinations have attracted a great deal of scientific interest, but despite the fact that they are fundamentally a social experience—in essence, a form of hallucinated communication—current theories remain firmly rooted in an individualistic account and have largely avoided engagement with social cognition. Nevertheless, there is mounting evidence for the role of social cognitive and social neurocognitive processes in auditory verbal hallucinations, and, consequently, it is proposed that problems with the internalisation of social models may be key to the experience. PMID:24311984

  12. The precarious couple effect: verbally inhibited men + critical, disinhibited women = bad chemistry.

    PubMed

    Swann, William B; Rentfrow, Peter J; Gosling, Samuel D

    2003-12-01

    When critical, verbally disinhibited women are paired with verbally inhibited men, relationship quality suffers, rendering the relationship precarious. This effect theoretically emerges when (a). verbally disinhibited women pair with relatively inhibited men (man-more-inhibited couples) and (b). the disinhibition of women in man-more-inhibited couples amplifies women's criticalness and alienates men. Three studies (Ns=437, 300, and 564) provided evidence that relationship quality suffered in man-more-inhibited couples; a 4th study (N=168) showed that the criticalness of women in man-more-inhibited couples did indeed undermine relationship quality. Implications for understanding the impact of gender expectations on relationships and for integrating behavioral and personological approaches to close relationships are discussed.

  13. Culture and Social Relationship as Factors of Affecting Communicative Non-verbal Behaviors

    NASA Astrophysics Data System (ADS)

    Akhter Lipi, Afia; Nakano, Yukiko; Rehm, Mathias

    The goal of this paper is to link a bridge between social relationship and cultural variation to predict conversants' non-verbal behaviors. This idea serves as a basis of establishing a parameter based socio-cultural model, which determines non-verbal expressive parameters that specify the shapes of agent's nonverbal behaviors in HAI. As the first step, a comparative corpus analysis is done for two cultures in two specific social relationships. Next, by integrating the cultural and social parameters factors with the empirical data from corpus analysis, we establish a model that predicts posture. The predictions from our model successfully demonstrate that both cultural background and social relationship moderate communicative non-verbal behaviors.

  14. Psychological Consequences of Sexual Victimization Resulting From Force, Incapacitation, or Verbal Coercion

    PubMed Central

    Brown, Amy L.; Testa, Maria; Messman-Moore, Terri L.

    2009-01-01

    Recently, incapacitated rape has emerged as a distinct type of sexual victimization. However, little is known about its longer-term psychological consequences. Two studies compare the psychological consequences of incapacitated rape to those of forcible rape and verbal coercion. Generally, the traumatic impact of incapacitated rape was intermediate to that of verbal coercion and forcible rape; however, there were domains (e.g., current perceived trauma and emotional impact) in which incapacitated and forcible rape had a similar impact and other domains (e.g., attributions of responsibility) in which incapacitated rape was similar to verbal coercion. This research suggests that sexual assault researchers might benefit from separately examining forcible and incapacitated rape. PMID:19502576

  15. Individual Differences in Verbal and Non-Verbal Affective Responses to Smells: Influence of Odor Label Across Cultures.

    PubMed

    Ferdenzi, Camille; Joussain, Pauline; Digard, Bérengère; Luneau, Lucie; Djordjevic, Jelena; Bensafi, Moustafa

    2017-01-01

    Olfactory perception is highly variable from one person to another, as a function of individual and contextual factors. Here, we investigated the influence of 2 important factors of variation: culture and semantic information. More specifically, we tested whether cultural-specific knowledge and presence versus absence of odor names modulate odor perception, by measuring these effects in 2 populations differing in cultural background but not in language. Participants from France and Quebec, Canada, smelled 4 culture-specific and 2 non-specific odorants in 2 conditions: first without label, then with label. Their ratings of pleasantness, familiarity, edibility, and intensity were collected as well as their psychophysiological and olfactomotor responses. The results revealed significant effects of culture and semantic information, both at the verbal and non-verbal level. They also provided evidence that availability of semantic information reduced cultural differences. Semantic information had a unifying action on olfactory perception that overrode the influence of cultural background. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  16. Increasing verbal interaction among elderly socially isolated mentally retarded adults: a group language training procedure.

    PubMed Central

    Kleitsch, E C; Whitman, T L; Santos, J

    1983-01-01

    The present study examined the effectiveness of a group language training procedure for directly increasing and generalizing the rate of verbal interaction among four elderly, socially isolated, moderately mentally retarded men. A withdrawal of treatment design was used to examine the effect of the procedure that used verbal prompts. behavioral rehearsal, and contingent social praise. Changes in behavior were examined in two generalization settings, one similar to the training environment (Generalization I) and the other arranged as part of the subjects' daily routine (Generalization II). Baseline data indicated no verbal interaction among the subjects. During treatment the training procedure increased the rate of subjects' verbal interactions not only in the training situation, but also in the two generalization settings. An analysis of the data obtained during the Generalization II situation indicated that subjects' verbal interaction increased not only among themselves, but with nonsubject peers present in this setting. Follow-up data showed that increases in rates of verbal interaction were maintained four months after the cessation of training. The implications of the results for program generalization and work with the language deficient individual is discussed. PMID:6885671

  17. Exploring laterality and memory effects in the haptic discrimination of verbal and non-verbal shapes.

    PubMed

    Stoycheva, Polina; Tiippana, Kaisa

    2018-03-14

    The brain's left hemisphere often displays advantages in processing verbal information, while the right hemisphere favours processing non-verbal information. In the haptic domain due to contra-lateral innervations, this functional lateralization is reflected in a hand advantage during certain functions. Findings regarding the hand-hemisphere advantage for haptic information remain contradictory, however. This study addressed these laterality effects and their interaction with memory retention times in the haptic modality. Participants performed haptic discrimination of letters, geometric shapes and nonsense shapes at memory retention times of 5, 15 and 30 s with the left and right hand separately, and we measured the discriminability index d'. The d' values were significantly higher for letters and geometric shapes than for nonsense shapes. This might result from dual coding (naming + spatial) or/and from a low stimulus complexity. There was no stimulus-specific laterality effect. However, we found a time-dependent laterality effect, which revealed that the performance of the left hand-right hemisphere was sustained up to 15 s, while the performance of the right-hand-left hemisphere decreased progressively throughout all retention times. This suggests that haptic memory traces are more robust to decay when they are processed by the left hand-right hemisphere.

  18. Persistent non-verbal memory impairment in remitted major depression - caused by encoding deficits?

    PubMed

    Behnken, Andreas; Schöning, Sonja; Gerss, Joachim; Konrad, Carsten; de Jong-Meyer, Renate; Zwanzger, Peter; Arolt, Volker

    2010-04-01

    While neuropsychological impairments are well described in acute phases of major depressive disorders (MDD), little is known about the neuropsychological profile in remission. There is evidence for episodic memory impairments in both acute depressed and remitted patients with MDD. Learning and memory depend on individuals' ability to organize information during learning. This study investigates non-verbal memory functions in remitted MDD and whether nonverbal memory performance is mediated by organizational strategies whilst learning. 30 well-characterized fully remitted individuals with unipolar MDD and 30 healthy controls matching in age, sex and education were investigated. Non-verbal learning and memory were measured by the Rey-Osterrieth-Complex-Figure-Test (RCFT). The RCFT provides measures of planning, organizational skills, perceptual and non-verbal memory functions. For assessing the mediating effects of organizational strategies, we used the Savage Organizational Score. Compared to healthy controls, participants with remitted MDD showed more deficits in their non-verbal memory function. Moreover, participants with remitted MDD demonstrated difficulties in organizing non-verbal information appropriately during learning. In contrast, no impairments regarding visual-spatial functions in remitted MDD were observed. Except for one patient, all the others were taking psychopharmacological medication. The neuropsychological function was solely investigated in the remitted phase of MDD. Individuals with MDD in remission showed persistent non-verbal memory impairments, modulated by a deficient use of organizational strategies during encoding. Therefore, our results strongly argue for additional therapeutic interventions in order to improve these remaining deficits in cognitive function. Copyright 2009 Elsevier B.V. All rights reserved.

  19. Is sleep-related verbal memory consolidation impaired in sleepwalkers?

    PubMed

    Uguccioni, Ginevra; Pallanca, Olivier; Golmard, Jean-Louis; Leu-Semenescu, Smaranda; Arnulf, Isabelle

    2015-04-01

    In order to evaluate verbal memory consolidation during sleep in subjects experiencing sleepwalking or sleep terror, 19 patients experiencing sleepwalking/sleep terror and 19 controls performed two verbal memory tasks (16-word list from the Free and Cued Selective Reminding Test, and a 220- and 263-word modified story recall test) in the evening, followed by nocturnal video polysomnography (n = 29) and morning recall (night-time consolidation after 14 h, n = 38). The following morning, they were given a daytime learning task using the modified story recall test in reverse order, followed by an evening recall test after 9 h of wakefulness (daytime consolidation, n = 38). The patients experiencing sleepwalking/sleep terror exhibited more frequent awakenings during slow-wave sleep and longer wakefulness after sleep onset than the controls. Despite this reduction in sleep quality among sleepwalking/sleep terror patients, they improved their scores on the verbal tests the morning after sleep compared with the previous evening (+16 ± 33%) equally well as the controls (+2 ± 13%). The performance of both groups worsened during the daytime in the absence of sleep (-16 ± 15% for the sleepwalking/sleep terror group and -14 ± 11% for the control group). There was no significant correlation between the rate of memory consolidation and any of the sleep measures. Seven patients experiencing sleepwalking also sleep-talked during slow-wave sleep, but their sentences were unrelated to the tests or the list of words learned during the evening. In conclusion, the alteration of slow-wave sleep during sleepwalking/sleep terror does not noticeably impact on sleep-related verbal memory consolidation. © 2014 European Sleep Research Society.

  20. The Development of the Control of Adult Instructions Over Non-Verbal Behavior.

    ERIC Educational Resources Information Center

    Van Duyne, H. John

    The purpose of the study was (1) to examine the results from a two-association perceptual-motor task as to their implications for Luria's theory about the development of verbal control of non-verbal behavior; (2) to explore the effects of various learning experiences upon this development. The sample consisted of 20 randomly selected children in…

  1. How Can Non-Verbalized Emotions in the Field Be Addressed in Research?

    ERIC Educational Resources Information Center

    Lanas, Maija

    2011-01-01

    This paper looks at how emotions in the field move from one context to another and between individuals, and how they change forms in an arctic Finnish village school. During the fieldwork, non-verbalized emotions influenced the events in the field and also penetrated the research. The paper asks how these non-verbalized emotions can be addressed…

  2. Knee extension isometric torque production differences based on verbal motivation given to introverted and extroverted female children.

    PubMed

    McWhorter, J Wesley; Landers, Merrill; Young, Daniel; Puentedura, E Louie; Hickman, Robbin A; Brooksby, Candi; Liveratti, Marc; Taylor, Lisa

    2011-08-01

    To date, little research has been conducted to test the efficacy of different forms of motivation based on a female child's personality type. The purpose of this study was to evaluate the ability of female children to perform a maximal knee extension isometric torque test with varying forms of motivation, based on the child's personality type (introvert vs. extrovert). The subjects were asked to perform a maximal isometric knee extension test under three different conditions: 1) with no verbal motivation, 2) with verbal motivation from the evaluator only, and 3) with verbal motivation from a group of their peers and the evaluator combined. A 2×3 mixed ANOVA was significant for an interaction (F 2,62=17.530; p<0.0005). Post hoc testing for the introverted group showed that scores without verbal motivation were significantly higher than with verbal motivation from the evaluator or the evaluator plus the peers. The extroverted group revealed that scores with verbal motivation from the evaluator or the evaluator plus the peers were significantly higher than without verbal motivation. Results suggest that verbal motivation has a varying effect on isometric knee extension torque production in female children with different personality types. Extroverted girls perform better with motivation, whereas introverted girls perform better without motivation from others.

  3. Teaching Verbal Chains Using Flow Diagrams and Texts

    ERIC Educational Resources Information Center

    Holliday, William G.

    1976-01-01

    A discussion of the recent diagram and attention theory and research surprisingly suggests that a single flow diagram with instructive questions constitutes an effective learning medium in terms of verbal chaining. (Author)

  4. Further Evaluation of Emerging Speech in Children with Developmental Disabilities: Training Verbal Behavior

    ERIC Educational Resources Information Center

    Kelley, M. E.; Shillingsburg, M.A.; Castro, M. J.; Addison, L. R.; LaRue, R. H., Jr.

    2007-01-01

    The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous…

  5. Shall we use non-verbal fluency in schizophrenia? A pilot study.

    PubMed

    Rinaldi, Romina; Trappeniers, Julie; Lefebvre, Laurent

    2014-05-30

    Over the last few years, numerous studies have attempted to explain fluency impairments in people with schizophrenia, leading to heterogeneous results. This could notably be due to the fact that fluency is often used in its verbal form where semantic dimensions are implied. In order to gain an in-depth understanding of fluency deficits, a non-verbal fluency task - the Five-Point Test (5PT) - was proposed to 24 patients with schizophrenia and to 24 healthy subjects categorized in terms of age, gender and schooling. The 5PT involves producing as many abstract figures as possible within 1min by connecting points with straight lines. All subjects also completed the Frontal Assessment Battery (FAB) while those with schizophrenia were further assessed using the Positive and Negative Syndrome Scale (PANSS). Results show that the 5PT evaluation differentiates patients from healthy subjects with regard to the number of figures produced. Patients׳ results also suggest that the number of figures produced is linked to the "overall executive functioning" and to some inhibition components. Although this study is a first step in the non-verbal efficiency research field, we believe that experimental psychopathology could benefit from the investigations on non-verbal fluency. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  6. Hippocampal Functioning and Verbal Associative Memory in Adolescents with Congenital Hypothyroidism

    PubMed Central

    Wheeler, Sarah M.; McLelland, Victoria C.; Sheard, Erin; McAndrews, Mary Pat; Rovet, Joanne F.

    2015-01-01

    Thyroid hormone (TH) is essential for normal development of the hippocampus, which is critical for memory and particularly for learning and recalling associations between visual and verbal stimuli. Adolescents with congenital hypothyroidism (CH), who lack TH in late gestation and early life, demonstrate weak verbal recall abilities, reduced hippocampal volumes, and abnormal hippocampal functioning for visually associated material. However, it is not known if their hippocampus functions abnormally when remembering verbal associations. Our objective was to assess hippocampal functioning in CH using functional magnetic resonance imaging (fMRI). Fourteen adolescents with CH and 14 typically developing controls (TDC) were studied. Participants studied pairs of words and then, during fMRI acquisition, made two types of recognition decisions: in one they judged whether the pairs were the same as when seen originally and in the other, whether individual words were seen before regardless of pairing. Hippocampal activation was greater for pairs than items in both groups, but this difference was only significant in TDC. When we directly compared the groups, the right anterior hippocampus was the primary region in which the TDC and CH groups differed for this pair memory effect. Results signify that adolescents with CH show abnormal hippocampal functioning during verbal memory processing. PMID:26539162

  7. The Influence of refractoriness upon comprehension of non-verbal auditory stimuli.

    PubMed

    Crutch, Sebastian J; Warrington, Elizabeth K

    2008-01-01

    An investigation of non-verbal auditory comprehension in two patients with global aphasia following stroke is reported. The primary aim of the investigation was to establish whether refractory access disorders can affect non-verbal input modalities. All previous reports of refractoriness, a cognitive syndrome characterized by response inconsistency, sensitivity to temporal factors and insensitivity to item frequency, have involved comprehension tasks which have a verbal component. Two main experiments are described. The first consists of a novel sound-to-picture and sound-to-word matching task in which comprehension of environmental sounds is probed under conditions of semantic relatedness and semantic unrelatedness. In addition to the two stroke patients, the performance of a group of 10 control patients with non-vascular pathology is reported, along with evidence of semantic relatedness effects in sound comprehension. The second experiment examines environmental sound comprehension within a repetitive probing paradigm which affords assessment of the effects of semantic relatedness, response consistency and presentation rate. It is demonstrated that the two stroke patients show a significant increase in error rate across multiple probes of the same set of sound stimuli, indicating the presence of refractoriness within this non-verbal domain. The implications of the results are discussed with reference to our current understanding of the mechanisms of refractoriness.

  8. Dissociation of verbal working memory system components using a delayed serial recall task.

    PubMed

    Chein, J M; Fiez, J A

    2001-11-01

    Functional magnetic resonance imaging (fMRI) was used to investigate the neural substrates of component processes in verbal working memory. Based on behavioral research using manipulations of verbal stimulus type to dissociate storage, rehearsal, and executive components of verbal working memory, we designed a delayed serial recall task requiring subjects to encode, maintain, and overtly recall sets of verbal items for which phonological similarity, articulatory length, and lexical status were manipulated. By using a task with temporally extended trials, we were able to exploit the temporal resolution afforded by fMRI to partially isolate neural contributions to encoding, maintenance, and retrieval stages of task performance. Several regions commonly associated with maintenance, including supplementary motor, premotor, and inferior frontal areas, were found to be active across all three trial stages. Additionally, we found that left inferior frontal and supplementary motor regions showed patterns of stimulus and temporal sensitivity implicating them in distinct aspects of articulatory rehearsal, while no regions showed a pattern of sensitivity consistent with a role in phonological storage. Regional modulation by task difficulty was further investigated as a measure of executive processing. We interpret our findings as they relate to notions about the cognitive architecture underlying verbal working memory performance.

  9. Negative Symptoms and Avoidance of Social Interaction: A Study of Non-Verbal Behaviour.

    PubMed

    Worswick, Elizabeth; Dimic, Sara; Wildgrube, Christiane; Priebe, Stefan

    2018-01-01

    Non-verbal behaviour is fundamental to social interaction. Patients with schizophrenia display an expressivity deficit of non-verbal behaviour, exhibiting behaviour that differs from both healthy subjects and patients with different psychiatric diagnoses. The present study aimed to explore the association between non-verbal behaviour and symptom domains, overcoming methodological shortcomings of previous studies. Standardised interviews with 63 outpatients diagnosed with schizophrenia were videotaped. Symptoms were assessed using the Clinical Assessment Interview for Negative Symptoms (CAINS), the Positive and Negative Syndrome Scale (PANSS) and the Calgary Depression Scale. Independent raters later analysed the videos for non-verbal behaviour, using a modified version of the Ethological Coding System for Interviews (ECSI). Patients with a higher level of negative symptoms displayed significantly fewer prosocial (e.g., nodding and smiling), gesture, and displacement behaviours (e.g., fumbling), but significantly more flight behaviours (e.g., looking away, freezing). No gender differences were found, and these associations held true when adjusted for antipsychotic medication dosage. Negative symptoms are associated with both a lower level of actively engaging non-verbal behaviour and an increased active avoidance of social contact. Future research should aim to identify the mechanisms behind flight behaviour, with implications for the development of treatments to improve social functioning. © 2017 S. Karger AG, Basel.

  10. Thirty Points About Motivation From Skinner's Book Verbal Behavior

    PubMed Central

    Sundberg, Mark L.

    2013-01-01

    Skinner discussed the topic of motivation in every chapter of the book Verbal Behavior (1957), usually with his preferred terminology of “deprivation, satiation, and aversive stimulation.” In the current paper, direct quotations are used to systematically take the reader through 30 separate points made by Skinner in Verbal Behavior that collectively provide a comprehensive analysis of his position regarding the role of motivation in behavior analysis. In addition, various refinements and extensions of Skinner's analysis by Jack Michael and colleagues (Laraway, Snycerski, Michael, & Poling, 2003; Michael, 1982, 1988, 1993, 2000, 2004, 2007) are incorporated, along with suggestions for research and applications for several of the points. PMID:23814363

  11. Differential verbal, visual, and spatial working memory in written language production.

    PubMed

    Raulerson, Bascom A; Donovan, Michael J; Whiteford, Alison P; Kellogg, Ronald T

    2010-02-01

    The contributions of verbal, visual, and spatial working memory to written language production were investigated. Participants composed definitions for nouns while concurrently performing a task which required updating, storing, and retrieving information coded either verbally, visually, or spatially. The present study extended past findings by showing the linguistic encoding of planned conceptual content makes its largest demand on verbal working memory for both low and high frequency nouns. Kellogg, Olive, and Piolat in 2007 found that concrete nouns place substantial demands on visual working memory when imaging the nouns' referents during planning, whereas abstract nouns make no demand. The current study further showed that this pattern was not an artifact of visual working memory being sensitive to manipulation of just any lexical property of the noun prompts. In contrast to past results, writing made a small but detectible demand on spatial working memory.

  12. Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

    PubMed

    Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

    2013-12-01

    This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

  13. Profiles of verbal working memory growth predict speech and language development in children with cochlear implants.

    PubMed

    Kronenberger, William G; Pisoni, David B; Harris, Michael S; Hoen, Helena M; Xu, Huiping; Miyamoto, Richard T

    2013-06-01

    Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of development of verbal STM/WM and speech-language skills. In this study, the authors investigated relations between profiles of verbal STM/WM development and speech-language development over time. Profiles of verbal STM/WM development were identified through the use of group-based trajectory analysis of repeated digit span measures over at least a 2-year time period in a sample of 66 children (ages 6-16 years) with CIs. Subjects also completed repeated assessments of speech and language skills during the same time period. Clusters representing different patterns of development of verbal STM (digit span forward scores) were related to the growth rate of vocabulary and language comprehension skills over time. Clusters representing different patterns of development of verbal WM (digit span backward scores) were related to the growth rate of vocabulary and spoken word recognition skills over time. Different patterns of development of verbal STM/WM capacity predict the dynamic process of development of speech and language skills in this clinical population.

  14. Effect of metaphorical verbal instruction on modeling of sequential dance skills by young children.

    PubMed

    Sawada, Misako; Mori, Shiro; Ishii, Motonobu

    2002-12-01

    Metaphorical verbal instruction was compared to specific verbal instruction about movement in the modeling of sequential dance skills by young children. Two groups of participants (Younger, mean age 5:3 yr., n = 30: Older, mean age 6:2 yr., n = 30) were randomly assigned to conditions in a 2 (sex) x 2 (age [Younger and Older]) x 3 (verbal instruction [Metaphorical, Movement-relevant, and None]) factorial design. Order scores were calculated for both performance and recognition tests, comprising five acquisition trials and two retention trials after 24 hr., respectively. Analysis of variance indicated that the group given metaphorical instruction performed better than the other two instructions for both younger and older children. The results suggest that metaphorical verbal instruction aids the recognition and performance of sequential dance skills in young children.

  15. Non-verbal mother-child communication in conditions of maternal HIV in an experimental environment.

    PubMed

    de Sousa Paiva, Simone; Galvão, Marli Teresinha Gimeniz; Pagliuca, Lorita Marlena Freitag; de Almeida, Paulo César

    2010-01-01

    Non-verbal communication is predominant in the mother-child relation. This study aimed to analyze non-verbal mother-child communication in conditions of maternal HIV. In an experimental environment, five HIV-positive mothers were evaluated during care delivery to their babies of up to six months old. Recordings of the care were analyzed by experts, observing aspects of non-verbal communication, such as: paralanguage, kinesics, distance, visual contact, tone of voice, maternal and infant tactile behavior. In total, 344 scenes were obtained. After statistical analysis, these permitted inferring that mothers use non-verbal communication to demonstrate their close attachment to their children and to perceive possible abnormalities. It is suggested that the mothers infection can be a determining factor for the formation of mothers strong attachment to their children after birth.

  16. Measuring verbal and non-verbal communication in aphasia: reliability, validity, and sensitivity to change of the Scenario Test.

    PubMed

    van der Meulen, Ineke; van de Sandt-Koenderman, W Mieke E; Duivenvoorden, Hugo J; Ribbers, Gerard M

    2010-01-01

    This study explores the psychometric qualities of the Scenario Test, a new test to assess daily-life communication in severe aphasia. The test is innovative in that it: (1) examines the effectiveness of verbal and non-verbal communication; and (2) assesses patients' communication in an interactive setting, with a supportive communication partner. To determine the reliability, validity, and sensitivity to change of the Scenario Test and discuss its clinical value. The Scenario Test was administered to 122 persons with aphasia after stroke and to 25 non-aphasic controls. Analyses were performed for the entire group of persons with aphasia, as well as for a subgroup of persons unable to communicate verbally (n = 43). Reliability (internal consistency, test-retest reliability, inter-judge, and intra-judge reliability) and validity (internal validity, convergent validity, known-groups validity) and sensitivity to change were examined using standard psychometric methods. The Scenario Test showed high levels of reliability. Internal consistency (Cronbach's alpha = 0.96; item-rest correlations = 0.58-0.82) and test-retest reliability (ICC = 0.98) were high. Agreement between judges in total scores was good, as indicated by the high inter- and intra-judge reliability (ICC = 0.86-1.00). Agreement in scores on the individual items was also good (square-weighted kappa values 0.61-0.92). The test demonstrated good levels of validity. A principal component analysis for categorical data identified two dimensions, interpreted as general communication and communicative creativity. Correlations with three other instruments measuring communication in aphasia, that is, Spontaneous Speech interview from the Aachen Aphasia Test (AAT), Amsterdam-Nijmegen Everyday Language Test (ANELT), and Communicative Effectiveness Index (CETI), were moderate to strong (0.50-0.85) suggesting good convergent validity. Group differences were observed between persons with aphasia and non-aphasic controls

  17. Direct evidence for the contributive role of the right inferior fronto-occipital fasciculus in non-verbal semantic cognition.

    PubMed

    Herbet, Guillaume; Moritz-Gasser, Sylvie; Duffau, Hugues

    2017-05-01

    The neural foundations underlying semantic processing have been extensively investigated, highlighting a pivotal role of the ventral stream. However, although studies concerning the involvement of the left ventral route in verbal semantics are proficient, the potential implication of the right ventral pathway in non-verbal semantics has been to date unexplored. To gain insights on this matter, we used an intraoperative direct electrostimulation to map the structures mediating the non-verbal semantic system in the right hemisphere. Thirteen patients presenting with a right low-grade glioma located within or close to the ventral stream were included. During the 'awake' procedure, patients performed both a visual non-verbal semantic task and a verbal (control) task. At the cortical level, in the right hemisphere, we found non-verbal semantic-related sites (n = 7 in 6 patients) in structures commonly associated with verbal semantic processes in the left hemisphere, including the superior temporal gyrus, the pars triangularis, and the dorsolateral prefrontal cortex. At the subcortical level, we found non-verbal semantic-related sites in all but one patient (n = 15 sites in 12 patients). Importantly, all these responsive stimulation points were located on the spatial course of the right inferior fronto-occipital fasciculus (IFOF). These findings provide direct support for a critical role of the right IFOF in non-verbal semantic processing. Based upon these original data, and in connection with previous findings showing the involvement of the left IFOF in non-verbal semantic processing, we hypothesize the existence of a bilateral network underpinning the non-verbal semantic system, with a homotopic connectional architecture.

  18. The Effects of Maternal Verbal Aggression on the Adult Child's Future Romantic Relationships.

    ERIC Educational Resources Information Center

    Weber, Keith; Patterson, Brian R.

    1997-01-01

    Considers maternal verbal aggression and its effects on the adult-children's romantic relationships later in life. Introduces solidarity, emotional support, and relationship quality as rational outcomes and uses them to evaluate the effects of maternal verbal aggression on relationships. Indicates undergraduate students who report receiving high…

  19. Verbal abuse and physical violence among a cohort of low-income pregnant women.

    PubMed

    O'Campo, P; Gielen, A C; Faden, R R; Kass, N

    1994-01-01

    We report on the occurrence of verbal abuse and physical violence during pregnancy for 358 low-income women. Overall, 65% of the women in our study experienced either verbal abuse or physical violence during their pregnancies. Twenty percent of the women in our sample experienced moderate or severe violence. Perpetrators, although primarily male partners, included family members and friends. These rates varied by age, with younger women experiencing significantly higher rates of verbal abuse and physical violence. There was no association between verbal abuse or physical violence and birth weight or gestational age. Prenatal care may be one of the only opportunities that women, and especially disadvantaged women, may have to get proper assistance with domestic violence. We conclude that enhanced screening, counseling, and referral by obstetricians and other health care providers are some of the immediate activities that could be implemented in prenatal care settings to address the compelling problems of violence during pregnancy.

  20. Hebb repetition effects in visual memory: the roles of verbal rehearsal and distinctiveness.

    PubMed

    Horton, Neil; Hay, Dennis C; Smyth, Mary M

    2008-01-01

    A version of the Hebb repetition task was used with faces to explore the generality of the effect in a nonverbal domain. In the baseline condition, a series of upright faces was presented, and participants were asked to reconstruct the original order. Performance in this condition was compared to another in which the same stimuli were accompanied by concurrent verbal rehearsal to examine whether Hebb learning is dependent on verbal processing. Baseline performance was also compared to a condition in which the same faces were presented inverted. This comparison was used to determine the importance in Hebb learning of being able to visually distinguish between the list items. The results produced classic serial position curves that were equivalent over conditions with Hebb repetition effects being in evidence only for upright faces and verbal suppression as having no effect. These findings are interpreted as posing a challenge to current models derived from verbal-domain data.

  1. Parents and Physiotherapists Recognition of Non-Verbal Communication of Pain in Individuals with Cerebral Palsy.

    PubMed

    Riquelme, Inmaculada; Pades Jiménez, Antonia; Montoya, Pedro

    2017-08-29

    Pain assessment is difficult in individuals with cerebral palsy (CP). This is of particular relevance in children with communication difficulties, when non-verbal pain behaviors could be essential for appropriate pain recognition. Parents are considered good proxies in the recognition of pain in their children; however, health professionals also need a good understanding of their patients' pain experience. This study aims at analyzing the agreement between parents' and physiotherapists' assessments of verbal and non-verbal pain behaviors in individuals with CP. A written survey about pain characteristics and non-verbal pain expression of 96 persons with CP (45 classified as communicative, and 51 as non-communicative individuals) was performed. Parents and physiotherapists displayed a high agreement in their estimations of the presence of chronic pain, healthcare seeking, pain intensity and pain interference, as well as in non-verbal pain behaviors. Physiotherapists and parents can recognize pain behaviors in individuals with CP regardless of communication disabilities.

  2. Associations among self-concept, verbal behaviors, and group climate early in the group counseling process.

    PubMed

    Jen Der Pan, Peter; Fan, Ai Chun; Bhat, Christine Suniti; Chang, Shona Shih Hua

    2012-12-01

    In this study, relations among group members' self-concept, verbal behaviors, and group climate early in the group counseling process were assessed for college students who were randomly assigned to four counseling groups. Based on measures from the hill interaction matrix, it was observed that family, social, and action self-concepts, as well as engagement, avoidance, and conflict group climate, were correlated with several verbal behaviors. Silence and quadrant 4 (Q4), which consists of speculative and confrontative verbal behaviors at personal and relationship levels, significantly predicted and explained 43% of the variance in engagement group climate. Silence and Q3, comprised of conventional and assertive verbal behaviors at personal and relationship levels, and Q1, conventional and assertive verbal behaviors at topic and group levels, explained 66% of variance in avoidance climate. Q4 and Silence explained 33% of conflict climate variance early in the group sessions. Implications for research and counseling practice are suggested.

  3. Autism Center First to Study Minimally Verbal Children

    MedlinePlus

    ... on. Feature: Taste, Smell, Hearing, Language, Voice, Balance Autism Center First to Study Minimally Verbal Children Past ... research exploring the causes, diagnosis, and treatment of autism spectrum disorder (ASD), a complex developmental disorder that ...

  4. Correlates and consequences of spanking and verbal punishment for low-income white, african american, and mexican american toddlers.

    PubMed

    Berlin, Lisa J; Ispa, Jean M; Fine, Mark A; Malone, Patrick S; Brooks-Gunn, Jeanne; Brady-Smith, Christy; Ayoub, Catherine; Bai, Yu

    2009-01-01

    This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes.

  5. Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers

    PubMed Central

    Berlin, Lisa J.; Ispa, Jean M.; Fine, Mark A.; Malone, Patrick S.; Brooks-Gunn, Jeanne; Brady-Smith, Christy; Ayoub, Catherine; Bai, Yu

    2010-01-01

    This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all three ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes. PMID:19765008

  6. Semantic Verbal Fluency in Two Contrasting Languages

    ERIC Educational Resources Information Center

    Pekkala, Seija; Goral, Mira; Hyun, JungMoon; Obler, Loraine K.; Erkinjuntti, Timo; Albert, Martin L.

    2009-01-01

    This cross-linguistic study investigated Semantic Verbal Fluency (SVF) performance in 30 American English-speaking and 30 Finnish-speaking healthy elderly adults with different cultural and linguistic backgrounds. Despite the different backgrounds of the participant groups, remarkable similarities were found between the groups in the overall SVF…

  7. Television as a Medium of Verbal Communication.

    ERIC Educational Resources Information Center

    Rice, Mabel

    This paper describes a study on the nature of the linguistic information presented in children's television programs which was conducted to compare the verbal communication features of different types of programs, determine whether there were adjustments of linguistic information that would facilitate young children's linguistic processing, and…

  8. Factor structure of the Spanish version of the Object-Spatial Imagery and Verbal Questionnaire.

    PubMed

    Campos, Alfredo; Pérez-Fabello, María José

    2011-04-01

    The reliability and factor structure of the Spanish version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were assessed in a sample of 213 Spanish university graduates. The questionnaire measures three types of processing preferences (verbal, object imagery, and spatial imagery). Principal components analysis with varimax rotation identified three factors, corresponding to the three scales proposed in the original version, explaining 33.1% of the overall variance. Cronbach's alphas were .72, .77, and .81 for the verbal, object imagery, and spatial imagery scales, respectively.

  9. Verbalism in the Narrative Language of Children Who Are Blind and Sighted

    ERIC Educational Resources Information Center

    Rosel, Jesus; Caballer, Antonio; Jara, Pilar; Oliver, Juan Carlos

    2005-01-01

    This study examined the use of verbalisms by 62 children aged 7-14 who were totally blind from birth and 64 sighted children. It found that a child's degree of sight and gender did not affect the frequency with which verbalisms were used; only age had a significant positive effect. The study shows that language is a flexible structure that is used…

  10. Types of verbal interaction with instructable robots

    NASA Technical Reports Server (NTRS)

    Crangle, C.; Suppes, P.; Michalowski, S.

    1987-01-01

    An instructable robot is one that accepts instruction in some natural language such as English and uses that instruction to extend its basic repertoire of actions. Such robots are quite different in conception from autonomously intelligent robots, which provide the impetus for much of the research on inference and planning in artificial intelligence. Examined here are the significant problem areas in the design of robots that learn from vebal instruction. Examples are drawn primarily from our earlier work on instructable robots and recent work on the Robotic Aid for the physically disabled. Natural-language understanding by machines is discussed as well as in the possibilities and limits of verbal instruction. The core problem of verbal instruction, namely, how to achieve specific concrete action in the robot in response to commands that express general intentions, is considered, as are two major challenges to instructability: achieving appropriate real-time behavior in the robot, and extending the robot's language capabilities.

  11. Verbal Playfulness as a Rapport-Building Strategy in Conversation among Chinese Female Friends.

    ERIC Educational Resources Information Center

    Kuo, Sai-hua

    This study investigated verbal play, including teasing and self-mocking in a naturally occurring conversation, among four Chinese female friends. The study illustrates how these speakers engage in teasing activities and then discusses the implications and significance of verbal play. Examples are taken from a casual, playful conversation…

  12. Adult Age Differences in Speed and Accuracy of Matching Verbal and Pictorial Signs.

    ERIC Educational Resources Information Center

    Mergler, Nancy L.; Zandi, Taher

    1983-01-01

    Assessed age differences in speed of processing verbal and pictorial stimuli in young (N=20) and old (N=20) adults responding to traffic signs. Results showed young adults responded more quickly and all subjects responded more quickly to a verbal standard sign than to a pictorial standard. (Author/JAC)

  13. School bullying among adolescents in the United States: physical, verbal, relational, and cyber.

    PubMed

    Wang, Jing; Iannotti, Ronald J; Nansel, Tonja R

    2009-10-01

    Four forms of school bullying behaviors among US adolescents and their association with sociodemographic characteristics, parental support, and friends were examined. Data were obtained from the Health Behavior in School-Aged Children (HBSC) 2005 Survey, a nationally representative sample of grades 6-10 (N = 7,182). The revised Olweus Bully/Victim Questionnaire was used to measure physical, verbal, and relational forms of bullying. Two items were added using the same format to measure cyber bullying. For each form, four categories were created: bully, victim, bully-victim, and not involved. Multinomial logistic regressions were applied, with sociodemographic variables, parental support, and number of friends as predictors. Prevalence rates of having bullied others or having been bullied at school for at least once in the last 2 months were 20.8% physically, 53.6% verbally, 51.4% socially, or 13.6% electronically. Boys were more involved in physical or verbal bullying, whereas girls were more involved in relational bullying. Boys were more likely to be cyber bullies, whereas girls were more likely to be cyber victims. African-American adolescents were involved in more bullying (physical, verbal, or cyber) but less victimization (verbal or relational). Higher parental support was associated with less involvement across all forms and classifications of bullying. Having more friends was associated with more bullying and less victimization for physical, verbal, and relational forms but was not associated with cyber bullying. Parental support may protect adolescents from all four forms of bullying. Friends associate differentially with traditional and cyber bullying. Results indicate that cyber bullying is a distinct nature from that of traditional bullying.

  14. Self-reported verbal abuse in 1300+ older women within a private, tertiary women's health clinic.

    PubMed

    Sood, Richa; Novotny, Paul; Faubion, Stephanie S; Thielen, Jacqueline M; Shuster, Lynne T; Kuhle, Carol L; Kapoor, Ekta; Marnach, Mary; Barrette, Brigitte; Jatoi, Aminah

    2016-01-01

    Several studies describe "elder abuse" among residents of nursing homes, but this issue is less well studied among independently functioning, community-based women. The current study was undertaken to report rates of self-reported intimate partner violence - with a focus on verbal abuse - among older women within a private tertiary women's health clinic. This study focused on women who completed a questionnaire on domestic abuse. A total of 1389 women with a median age of 55 years (range: 50, 90) are the focus of this report. Most 1102 (79%) were married. Within this group, 100 (7%) women reported verbal abuse within the last year. Rates of physical and sexual abuse were much lower with 9 women (1%) and 2 (<1%), respectively. In univariate analyses, being divorced, being an alcoholic, and having suffered prior abuse were associated with reported verbal abuse. In multivariate analyses, self-reported alcoholism and physical abuse were independently associated with reported verbal abuse. This study found a notable rate of patient-reported verbal abuse in older women within a private, tertiary women's health clinic. This observation should prompt healthcare providers to ask about intimate partner violence - and specifically verbal abuse - regardless of healthcare setting. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  15. Reduced verbal fluency for proper names in nondemented patients with Parkinson's disease: a quantitative and qualitative analysis.

    PubMed

    Fine, Eric M; Delis, Dean C; Paul, Brianna M; Filoteo, J Vincent

    2011-02-01

    There has been an increasing interest within neuropsychology in comparing verbal fluency for different grammatical classes (e.g., verb generation vs. noun generation) in neurological populations, including Parkinson's disease (PD). However, to our knowledge, few studies have compared verbal fluency for common nouns and proper names in PD. Common nouns and proper names differ in terms of their semantic characteristics, as categories of common nouns are organized hierarchically based on semantics, while categories of proper nouns lack a well-defined semantic organization. In addition, there is accumulating evidence that the retrieval of these distinct grammatical classes are subserved by somewhat distinct neural systems. Given that verbal fluency deficits are among the first impairments to emerge in PD, and that such deficits are predictors of future cognitive decline, it is important to examine all aspects of verbal fluency in this population. For the current study, we compared the performance of a group of 32 nondemented PD patients with 32 healthy participants (HP) on verbal fluency tasks for common nouns (animals) and proper names (boys' first names). A significant interaction between verbal fluency task and diagnostic status emerged, as the PD group performed significantly worse on only the proper name fluency task. This finding may reflect the absence of well-defined semantic organization that structures the verbal search for first names, thus placing a greater onus on strategic or "executive" verbal retrieval processes.

  16. The complex interaction between anxiety and cognition: insight from spatial and verbal working memory

    PubMed Central

    Vytal, Katherine E.; Cornwell, Brian R.; Letkiewicz, Allison M.; Arkin, Nicole E.; Grillon, Christian

    2013-01-01

    Anxiety can be distracting, disruptive, and incapacitating. Despite problems with empirical replication of this phenomenon, one fruitful avenue of study has emerged from working memory (WM) experiments where a translational method of anxiety induction (risk of shock) has been shown to disrupt spatial and verbal WM performance. Performance declines when resources (e.g., spatial attention, executive function) devoted to goal-directed behaviors are consumed by anxiety. Importantly, it has been shown that anxiety-related impairments in verbal WM depend on task difficulty, suggesting that cognitive load may be an important consideration in the interaction between anxiety and cognition. Here we use both spatial and verbal WM paradigms to probe the effect of cognitive load on anxiety-induced WM impairment across task modality. Subjects performed a series of spatial and verbal n-back tasks of increasing difficulty (1, 2, and 3-back) while they were safe or at risk for shock. Startle reflex was used to probe anxiety. Results demonstrate that induced-anxiety differentially impacts verbal and spatial WM, such that low and medium-load verbal WM is more susceptible to anxiety-related disruption relative to high-load, and spatial WM is disrupted regardless of task difficulty. Anxiety impacts both verbal and spatial processes, as described by correlations between anxiety and performance impairment, albeit the effect on spatial WM is consistent across load. Demanding WM tasks may exert top-down control over higher-order cortical resources engaged by anxious apprehension, however high-load spatial WM may continue to experience additional competition from anxiety-related changes in spatial attention, resulting in impaired performance. By describing this disruption across task modalities, these findings inform current theories of emotion–cognition interactions and may facilitate development of clinical interventions that seek to target cognitive impairments associated with anxiety

  17. Verbal memory improvement in first-episode psychosis APOE-ε4 carriers: a pleiotropic effect?

    PubMed

    Vila-Rodriguez, Fidel; Lang, Donna J; Baitz, Heather; Gicas, Kristina; Thorton, Allen E; Ehmann, Thomas S; Smith, Geoff N; Barr, Alasdair M; Torres, Ivan J; Kopala, Lili C; MacEwan, G William; Müller, Daniel J; Kennedy, James L; Honer, William G

    2017-01-01

    Verbal memory impairment is a core feature in schizophrenia even at early stages of the disease, but its etiopathogenesis is not fully understood. The APOE -ε4 is the main genetic risk factor for late-onset Alzheimer's disease. Our primary goal was to ascertain whether APOE -ε4 status had a pleiotropic effect in early stages of the illness. A total of 86 first-episode psychosis (FEP) outpatients and 39 healthy volunteers were recruited. Demographic and clinical data, APOE genotyping, and a neuropsychological test battery including the California Verbal Learning Test - second edition (CVLT-II) were administered and assessed at study entry and at 1-year follow-up. Data were analyzed using mixed-model repeated measures, where the dependent variable was verbal memory indexed by California Verbal Learning Test (CVLT) Trials 1-5 total recall score. FEP- APOE -ε4 carriers and FEP- APOE -ε4 noncarriers had similar symptom severity, clinical outcomes, premorbid and current intelligence quotient, and exposure to antipsychotics. There was a main effect of group on CVLT 1-5 (FEP =43.30 vs control =58.25; F [1, 119.7]=42.97; P <0.001) as well as an APOE -ε4 by group by time ( F [4, 116.2]=2.73, P =0.033) interaction with only FEP- APOE -ε4 carriers showing improved verbal memory at follow-up. Our study is the first to report improvement in verbal memory in persons afflicted by FEP who are APOE -ε4 carriers and replicates the prominent verbal memory deficits present in FEP. Our work provides further evidence pointing to an antagonistic pleiotropic effect of APOE -ε4 in neuropsychiatric disorders. Our results merit further research into antagonistic pleiotropic effects in schizophrenia.

  18. Is there an association between verbal school bullying and possible sleep bruxism in adolescents?

    PubMed

    Serra-Negra, J M; Pordeus, I A; Corrêa-Faria, P; Fulgêncio, L B; Paiva, S M; Manfredini, D

    2017-05-01

    The aim of this study was to determine the association between verbal school bullying and possible sleep bruxism (SB) in adolescents. A case-control study was carried out at the population level by recruiting 13- to 15-year-old participants among the attendants of schools of Itabira, Brazil. The case group was composed of 103 adolescents with possible SB (i.e. self- or parental-reported), while the control group included 206 adolescents without possible SB. All participants answered a questionnaire on the occurrence of their involvement in verbal school bullying episodes, based on the National School of Health Research (PeNSE) as well as an evaluation of their economic class according to the criteria of the Brazilian Association of Research Companies. Pearson's chi-square, McNemar test and conditional logistic regression were performed to assess the association between possible SB, verbal school bullying and economic class. There were 134 (43·3%) participants who reported involvement in verbal school bullying episodes as a victim, bully or both. The majority of them were males (90·3%). Adolescents with possible SB were more likely to have been involved in episodes of verbal school bullying (OR: 6·20; 95% CI: 3·67-10·48). Based on these findings, it can be suggested that possible SB in young teenagers is associated with a history of episodes of verbal school bullying. © 2017 John Wiley & Sons Ltd.

  19. Relating Inter-Individual Differences in Verbal Creative Thinking to Cerebral Structures: An Optimal Voxel-Based Morphometry Study

    PubMed Central

    Zhu, Feifei; Zhang, Qinglin; Qiu, Jiang

    2013-01-01

    Creativity can be defined the capacity of an individual to produce something original and useful. An important measurable component of creativity is divergent thinking. Despite existing studies on creativity-related cerebral structural basis, no study has used a large sample to investigate the relationship between individual verbal creativity and regional gray matter volumes (GMVs) and white matter volumes (WMVs). In the present work, optimal voxel-based morphometry (VBM) was employed to identify the structure that correlates verbal creativity (measured by the verbal form of Torrance Tests of Creative Thinking) across the brain in young healthy subjects. Verbal creativity was found to be significantly positively correlated with regional GMV in the left inferior frontal gyrus (IFG), which is believed to be responsible for language production and comprehension, new semantic representation, and memory retrieval, and in the right IFG, which may involve inhibitory control and attention switching. A relationship between verbal creativity and regional WMV in the left and right IFG was also observed. Overall, a highly verbal creative individual with superior verbal skills may demonstrate a greater computational efficiency in the brain areas involved in high-level cognitive processes including language production, semantic representation and cognitive control. PMID:24223921

  20. Relating inter-individual differences in verbal creative thinking to cerebral structures: an optimal voxel-based morphometry study.

    PubMed

    Zhu, Feifei; Zhang, Qinglin; Qiu, Jiang

    2013-01-01

    Creativity can be defined the capacity of an individual to produce something original and useful. An important measurable component of creativity is divergent thinking. Despite existing studies on creativity-related cerebral structural basis, no study has used a large sample to investigate the relationship between individual verbal creativity and regional gray matter volumes (GMVs) and white matter volumes (WMVs). In the present work, optimal voxel-based morphometry (VBM) was employed to identify the structure that correlates verbal creativity (measured by the verbal form of Torrance Tests of Creative Thinking) across the brain in young healthy subjects. Verbal creativity was found to be significantly positively correlated with regional GMV in the left inferior frontal gyrus (IFG), which is believed to be responsible for language production and comprehension, new semantic representation, and memory retrieval, and in the right IFG, which may involve inhibitory control and attention switching. A relationship between verbal creativity and regional WMV in the left and right IFG was also observed. Overall, a highly verbal creative individual with superior verbal skills may demonstrate a greater computational efficiency in the brain areas involved in high-level cognitive processes including language production, semantic representation and cognitive control.

  1. Analysis of poetic literature using B. F. Skinner's theoretical framework from verbal behavior

    PubMed Central

    Luke, Nicole M.

    2003-01-01

    This paper examines Skinner's work on verbal behavior in the context of literature as a particular class of written verbal behavior. It looks at contemporary literary theory and analysis and the contributions that Skinner's theoretical framework can make. Two diverse examples of poetic literature are chosen and analyzed following Skinner's framework, examining the dynamic interplay between the writer and reader that take place within the bounds of the work presented. It is concluded that Skinner's hypotheses about verbal behavior and the functional approach to understanding it have much to offer literary theorists in their efforts to understand literary works and should be more carefully examined.

  2. Verbal and numerical consumer recommendations: switching between recommendation formats leads to preference inconsistencies.

    PubMed

    Maciejovsky, Boris; Budescu, David V

    2013-06-01

    Many Web sites provide consumers with product recommendations, which are typically presented by a sequence of verbal reviews and numerical ratings. In three experiments, we demonstrate that when participants switch between formats (e.g., from verbal to numerical), they are more prone to preference inconsistencies than when they aggregate the recommendations within the same format (e.g., verbal). When evaluating recommendations, participants rely primarily on central-location measures (e.g., mean) and less on other distribution characteristics (e.g., variance). We explain our findings within the theoretical framework of stimulus-response compatibility and we make practical recommendations for the design of recommendation systems and Web portals.

  3. Self-defense against verbal assault: shame, anger, and the social bond.

    PubMed

    Scheff, T J

    1995-09-01

    With many years of experience and refinement, the arts of self-defense against physical assault are highly developed. Without an effective theory and and a useful practice, there is little in the way of self-defense against verbal assault. For THEORY, I draw upon ideas from aikido, family systems theory, and the sociology of emotions. Since unacknowledged shame seems to generate rage and damage social bonds, I emphasize the management of shame, anger, and bonds. To illustrate the meaning of these principles, I offer several episodes as examples, using the METHOD of discourse analysis. I apply this theory and method to the PRACTICE of psychotherapy by describing some rudimentary principles of defense of self against verbal aggression, especially the subtle aggression of innuendo. Psychotherapy is often an arena of verbal aggression by both therapist and client, even though it is usually unintentional and outside of awareness.

  4. Verbal and visuospatial working memory as predictors of children's reading ability.

    PubMed

    Pham, Andy V; Hasson, Ramzi M

    2014-08-01

    Children with reading difficulties often demonstrate weaknesses in working memory (WM). This research study explored the relation between two WM systems (verbal and visuospatial WM) and reading ability in a sample of school-aged children with a wide range of reading skills. Children (N = 157), ages 9-12, were administered measures of short-term memory, verbal WM, visuospatial WM, and reading measures (e.g., reading fluency and comprehension). Although results indicated that verbal WM was a stronger predictor in reading fluency and comprehension, visuospatial WM also significantly predicted reading skills, but provided more unique variance in reading comprehension than reading fluency. These findings suggest that visuospatial WM may play a significant role in higher level reading processes, particularly in reading comprehension, than previously thought. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  5. Explicit and Implicit Verbal Response Inhibition in Preschool-Age Children Who Stutter

    PubMed Central

    Wagovich, Stacy A.

    2017-01-01

    Purpose The purpose of this study was to examine (a) explicit and implicit verbal response inhibition in preschool children who do stutter (CWS) and do not stutter (CWNS) and (b) the relationship between response inhibition and language skills. Method Participants were 41 CWS and 41 CWNS between the ages of 3;1 and 6;1 (years;months). Explicit verbal response inhibition was measured using a computerized version of the grass–snow task (Carlson & Moses, 2001), and implicit verbal response inhibition was measured using the baa–meow task. Main dependent variables were reaction time and accuracy. Results The CWS were significantly less accurate than the CWNS on the implicit task, but not the explicit task. The CWS also exhibited slower reaction times than the CWNS on both tasks. Between-group differences in performance could not be attributed to working memory demands. Overall, children's performance on the inhibition tasks corresponded with parents' perceptions of their children's inhibition skills in daily life. Conclusions CWS are less effective and efficient than CWNS in suppressing a dominant response while executing a conflicting response in the verbal domain. PMID:28384673

  6. The Effect of Rehearsal Rate and Memory Load on Verbal Working Memory

    PubMed Central

    Fegen, David; Buchsbaum, Bradley R.; D’Esposito, Mark

    2014-01-01

    While many neuroimaging studies have investigated verbal working memory (WM) by manipulating memory load, the subvocal rehearsal rate at these various memory loads has generally been left uncontrolled. Therefore, the goal of this study was to investigate how mnemonic load and the rate of subvocal rehearsal modulate patterns of activity in the core neural circuits underlying verbal working memory. Using fMRI in healthy subjects, we orthogonally manipulated subvocal rehearsal rate and memory load in a verbal WM task with long 45-second delay periods. We found that middle frontal gyrus (MFG) and superior parietal lobule (SPL) exhibited memory load effects primarily early in the delay period and did not exhibit rehearsal rate effects. In contrast, we found that inferior frontal gyrus (IFG), premotor cortex (PM) and Sylvian-parietal-temporal region (area Spt) exhibited approximately linear memory load and rehearsal rate effects, with rehearsal rate effects lasting through the entire delay period. These results indicate that IFG, PM and area Spt comprise the core articulatory rehearsal areas involved in verbal WM, while MFG and SPL are recruited in a general supervisory role once a memory load threshold in the core rehearsal network has been exceeded. PMID:25467303

  7. Acquired Auditory Verbal Agnosia and Seizures in Childhood

    ERIC Educational Resources Information Center

    Cooper, Judith A.; Ferry, Peggy C.

    1978-01-01

    The paper presents a review of cases of children with acquired aphasia with convulsive disorder and discusses clinical features of three additional children in whom the specific syndrome of auditory verbal agnosia was identified. (Author/CL)

  8. The Attentional Boost Effect with Verbal Materials

    ERIC Educational Resources Information Center

    Mulligan, Neil W.; Spataro, Pietro; Picklesimer, Milton

    2014-01-01

    Study stimuli presented at the same time as unrelated targets in a detection task are better remembered than stimuli presented with distractors. This attentional boost effect (ABE) has been found with pictorial (Swallow & Jiang, 2010) and more recently verbal materials (Spataro, Mulligan, & Rossi-Arnaud, 2013). The present experiments…

  9. Verbal Modeling Behavior in Mother-Child Interaction

    ERIC Educational Resources Information Center

    Longhurst, Thomas M.; And Others

    1974-01-01

    Discusses an alternate method of examining the verbal interaction of mothers and their children in dyadic communication. The behavior of both mothers and children differed significantly according to the ages of the children involved. Acta Symbolica, 807 Jefferson Avenue, Memphis, Tennessee 38105. Subscription Rates: annually, $12.00 individuals,…

  10. Assessing Pragmatics: DCTS and Retrospective Verbal Reports

    ERIC Educational Resources Information Center

    Beltrán-Palanques, Vicente

    2016-01-01

    Assessing pragmatic knowledge in the instructed setting is seen as a complex but necessary task, which requires the design of appropriate research methodologies to examine pragmatic performance. This study discusses the use of two different research methodologies, namely those of Discourse Completion Tests/Tasks (DCTs) and verbal reports. Research…

  11. Depression and Its Measurement in Verbal Adolescents and Adults with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Gotham, Katherine; Unruh, Kathryn; Lord, Catherine

    2015-01-01

    In a sample of 50 verbally fluent adolescents and adults with autism spectrum disorders (age: 16-31 years; verbal IQ: 72-140), we examined the pattern of response and associations between scores on common measures of depressive symptoms, participant characteristics, and clinical diagnosis of depressive disorders. Beck Depression Inventory--Second…

  12. THE PSYCHOBIOLOGICAL INVESTIGATION OF THE DEVELOPMENT OF NEW VERBAL BEHAVIOR. FINAL TECHNICAL REPORT.

    ERIC Educational Resources Information Center

    FERSTER, C.B.

    THESE EXPERIMENTS WITH VERBAL BEHAVIOR WERE CARRIED OUT AS AN EXTENSION AND ADAPTATION OF GENERAL LABORATORY PRINCIPLES DEVELOPED WITH ANIMALS. THE EXPERIMENTS COVERED THREE AREAS. THE FIRST WAS AN APPLICATION OF GENERAL PRINCIPLES OF VERBAL BEHAVIOR, LARGELY BASED ON SKINNER'S ANALYSIS, TO THE PROBLEMS OF TEACHING A SECOND LANGUAGE. ACTUAL…

  13. Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms.

    ERIC Educational Resources Information Center

    Sowder, Judith, Ed.; Sowder, Larry, Ed.

    1988-01-01

    Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

  14. Fathers' and Mothers' Verbal Responsiveness and the Language Skills of Young Children With Autism Spectrum Disorder.

    PubMed

    Flippin, Michelle; Watson, Linda R

    2015-08-01

    In this observational study, we examined the interactions of 16 young children with autism spectrum disorder (ASD) and their parents to investigate (a) differences in verbal responsiveness used by fathers and mothers in interactions with their children with ASD and (b) concurrent associations between the language skills of children with ASD and the verbal responsiveness of both fathers and mothers. Parent verbal responsiveness was coded from video recordings of naturalistic parent-child play sessions using interval-based coding. Child language skills were measured by the Preschool Language Scale-Fourth Edition (Zimmerman, Steiner, & Pond, 2002). For both fathers and mothers, parent verbal responsiveness was positively associated with child language skills. Mothers' responsiveness was also significantly associated with child cognition. After controlling for child cognition, fathers' verbal responsiveness continued to be significantly related to child language skills. Although other studies have documented associations between mothers' responsiveness and child language, this is the 1st study to document a significant concurrent association between child language skills of children with ASD and the verbal responsiveness of fathers. Findings of this study warrant the inclusion of fathers in future research on language development and intervention to better understand the potential contributions fathers may make to language growth for children with ASD over time as well as to determine whether coaching fathers to use responsive verbal strategies can improve language outcomes for children with ASD.

  15. Auditory verbal memory and psychosocial symptoms are related in children with idiopathic epilepsy.

    PubMed

    Schaffer, Yael; Ben Zeev, Bruria; Cohen, Roni; Shuper, Avinoam; Geva, Ronny

    2015-07-01

    Idiopathic epilepsies are considered to have relatively good prognoses and normal or near normal developmental outcomes. Nevertheless, accumulating studies demonstrate memory and psychosocial deficits in this population, and the prevalence, severity and relationships between these domains are still not well defined. We aimed to assess memory, psychosocial function, and the relationships between these two domains among children with idiopathic epilepsy syndromes using an extended neuropsychological battery and psychosocial questionnaires. Cognitive abilities, neuropsychological performance, and socioemotional behavior of 33 early adolescent children, diagnosed with idiopathic epilepsy, ages 9-14years, were assessed and compared with 27 age- and education-matched healthy controls. Compared to controls, patients with stabilized idiopathic epilepsy exhibited higher risks for short-term memory deficits (auditory verbal and visual) (p<0.0001), working memory deficits (p<0.003), auditory verbal long-term memory deficits (p<0.0021), and more frequent psychosocial symptoms (p<0.0001). The severity of auditory verbal memory deficits was related to severity of psychosocial symptoms among the children with epilepsy but not in the healthy controls. Results suggest that deficient auditory verbal memory may be compromising psychosocial functioning in children with idiopathic epilepsy, possibly underscoring that cognitive variables, such as auditory verbal memory, should be assessed and treated in this population to prevent secondary symptoms. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Childhood verbal abuse and risk for personality disorders during adolescence and early adulthood.

    PubMed

    Johnson, J G; Cohen, P; Smailes, E M; Skodol, A E; Brown, J; Oldham, J M

    2001-01-01

    Data from a community-based longitudinal study were used to investigate whether childhood verbal abuse increases risk for personality disorders (PDs) during adolescence and early adulthood. Psychiatric and psychosocial interviews were administered to a representative community sample of 793 mothers and their offspring from two New York State counties in 1975, 1983, 1985 to 1986, and 1991 to 1993, when the mean ages of the offspring were 5, 14, 16, and 22 years, respectively. Data regarding childhood abuse and neglect were obtained from the psychosocial interviews and from official New York State records. Offspring who experienced maternal verbal abuse during childhood were more than three times as likely as those who did not experience verbal abuse to have borderline, narcissistic, obsessive-compulsive, and paranoid PDs during adolescence or early adulthood. These associations remained significant after offspring temperament, childhood physical abuse, sexual abuse, neglect, physical punishment during childhood, parental education, parental psychopathology, and co-occurring psychiatric disorders were controlled statistically. In addition, youths who experienced childhood verbal abuse had elevated borderline, narcissistic, paranoid, schizoid, and schizotypal PD symptom levels during adolescence and early adulthood after the covariates were accounted for. These findings suggest that childhood verbal abuse may contribute to the development of some types of PDs, independent of offspring temperament, childhood physical abuse, sexual abuse, neglect, physical punishment during childhood, parental education, parental psychopathology, and co-occurring psychiatric disorders.

  17. Verbal short-term memory in Down's syndrome: an articulatory loop deficit?

    PubMed

    Vicari, S; Marotta, L; Carlesimo, G A

    2004-02-01

    Verbal short-term memory, as measured by digit or word span, is generally impaired in individuals with Down's syndrome (DS) compared to mental age-matched controls. Moving from the working memory model, the present authors investigated the hypothesis that impairment in some of the articulatory loop sub-components is at the base of the deficient maintenance and recall of phonological representations in individuals with DS. Two experiments were carried out in a group of adolescents with DS and in typically developing children matched for mental age. In the first experiment, the authors explored the reliance of these subjects on the subvocal rehearsal mechanism during a word-span task and the effects produced by varying the frequency of occurrence of the words on the extension of the word span. In the second experiment, they investigated the functioning of the phonological store component of the articulatory loop in more detail. A reduced verbal span in DS was confirmed. Neither individuals with DS nor controls engaged in spontaneous subvocal rehearsal. Moreover, the data provide little support for defective functioning of the phonological store in DS. No evidence was found suggesting that a dysfunction of the articulatory loop and lexical-semantic competence significantly contributed to verbal span reduction in subjects with DS. Alternative explanations of defective verbal short-term memory in DS, such as a central executive system impairment, must be considered.

  18. Oncologists' non-verbal behavior and analog patients' recall of information.

    PubMed

    Hillen, Marij A; de Haes, Hanneke C J M; van Tienhoven, Geertjan; van Laarhoven, Hanneke W M; van Weert, Julia C M; Vermeulen, Daniëlle M; Smets, Ellen M A

    2016-06-01

    Background Information in oncological consultations is often excessive. Those patients who better recall information are more satisfied, less anxious and more adherent. Optimal recall may be enhanced by the oncologist's non-verbal communication. We tested the influence of three non-verbal behaviors, i.e. eye contact, body posture and smiling, on patients' recall of information and perceived friendliness of the oncologist. Moreover, the influence of patient characteristics on recall was examined, both directly or as a moderator of non-verbal communication. Material and methods Non-verbal communication of an oncologist was experimentally varied using video vignettes. In total 194 breast cancer patients/survivors and healthy women participated as 'analog patients', viewing a randomly selected video version while imagining themselves in the role of the patient. Directly after viewing, they evaluated the oncologist. From 24 to 48 hours later, participants' passive recall, i.e. recognition, and free recall of information provided by the oncologist were assessed. Results Participants' recognition was higher if the oncologist maintained more consistent eye contact (β = 0.17). More eye contact and smiling led to a perception of the oncologist as more friendly. Body posture and smiling did not significantly influence recall. Older age predicted significantly worse recognition (β = -0.28) and free recall (β = -0.34) of information. Conclusion Oncologists may be able to facilitate their patients' recall functioning through consistent eye contact. This seems particularly relevant for older patients, whose recall is significantly worse. These findings can be used in training, focused on how to maintain eye contact while managing computer tasks.

  19. Impact of Auditory Selective Attention on Verbal Short-Term Memory and Vocabulary Development

    ERIC Educational Resources Information Center

    Majerus, Steve; Heiligenstein, Lucie; Gautherot, Nathalie; Poncelet, Martine; Van der Linden, Martial

    2009-01-01

    This study investigated the role of auditory selective attention capacities as a possible mediator of the well-established association between verbal short-term memory (STM) and vocabulary development. A total of 47 6- and 7-year-olds were administered verbal immediate serial recall and auditory attention tasks. Both task types probed processing…

  20. The Impact of "Verbal Behavior" on the Scholarly Literature from 2005 to 2016

    ERIC Educational Resources Information Center

    Petursdottir, Anna Ingeborg; Devine, Bailey

    2017-01-01

    B. F. Skinner's (1957) "Verbal Behavior" had a limited influence on empirical research in the first few decades following its publication, but an increase in empirical activity has been evident in recent years. The purpose of this article is to update previous analyses that have quantified the influence of "Verbal Behavior" on…

  1. Increasing Verbal Participation of Gifted Females through the Utilization of Multiple Intelligence Theory

    ERIC Educational Resources Information Center

    Walker, David E.

    2005-01-01

    Gifted females' lack of verbal participation in lessons within their elementary school classrooms was perceived as an obstacle to maximization of their learning potential. The goal of the study was to identify causations of the girls' reticence to demonstrate verbalization skills that were commensurate with those of their male counterparts and to…

  2. Associations between Verbal Reasoning, Normative Beliefs about Aggression, and Different Forms of Aggression

    ERIC Educational Resources Information Center

    Kikas, Eve; Peets, Katlin; Tropp, Kristiina; Hinn, Maris

    2009-01-01

    The purpose of the present study was to examine the impact of sex, verbal reasoning, and normative beliefs on direct and indirect forms of aggression. Three scales from the Peer Estimated Conflict Behavior Questionnaire, Verbal Reasoning tests, and an extended version of Normative Beliefs About Aggression Scale were administered to 663 Estonian…

  3. Music training improves verbal but not visual memory: cross-sectional and longitudinal explorations in children.

    PubMed

    Ho, Yim-Chi; Cheung, Mei-Chun; Chan, Agnes S

    2003-07-01

    The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe.

  4. Abnormal interactions of verbal- and spatial-memory networks in young people at familial high-risk for schizophrenia.

    PubMed

    Li, Xiaobo; Thermenos, Heidi W; Wu, Ziyan; Momura, Yoko; Wu, Kai; Keshavan, Matcheri; Seidman, Lawrence; DeLisi, Lynn E

    2016-10-01

    Working memory impairment (especially in verbal and spatial domains) is the core neurocognitive impairment in schizophrenia and the familial high-risk (FHR) population. Inconsistent results have been reported in clinical and neuroimaging studies examining the verbal- and spatial-memory deficits in the FHR subjects, due to sample differences and lack of understanding on interactions of the brain regions for processing verbal- and spatial-working memory. Functional MRI data acquired during a verbal- vs. spatial-memory task were included from 51 young adults [26 FHR and 25 controls]. Group comparisons were conducted in brain activation patterns responding to 1) verbal-memory condition (A), 2) spatial-memory condition (B), 3) verbal higher than spatial (A-B), 4) spatial higher than verbal (B-A), 5) conjunction of brain regions that were activated during both A and B (A∧B). Group difference of the laterality index (LI) in inferior frontal lobe for condition A was also assessed. Compared to controls, the FHR group exhibited significantly decreased brain activity in left inferior frontal during A, and significantly stronger involvement of ACC, PCC, paracentral gyrus for the contrast of A-B. The LI showed a trend of reduced left-higher-than-right pattern for verbal-memory processing in the HR group. Our findings suggest that in the entire functional brain network for working-memory processing, verbal information processing associated brain pathways are significantly altered in people at familial high risk for developing schizophrenia. Future studies will need to examine whether these alterations may indicate vulnerability for predicting the onset of Schizophrenia. Copyright © 2016 Elsevier B.V. All rights reserved.

  5. Risk to verbal memory following anterior temporal lobectomy in patients with severe left-sided hippocampal sclerosis.

    PubMed

    Martin, Roy C; Kretzmer, Tracy; Palmer, Cheryl; Sawrie, Stephen; Knowlton, Robert; Faught, Edward; Morawetz, Richard; Kuzniecky, Ruben

    2002-12-01

    Previous investigations indicate low risk for memory loss following anterior temporal lobectomy (ATL) in patients with severe hippocampal sclerosis (HS) compared with patients with mild HS. However, these conclusions have been established primarily with group-level analyses. To investigate individual base rate risk for verbal memory loss following ATL in patients who have pathologically verified mild, moderate, or severe HS. One hundred fifteen patients with unilateral temporal lobe epilepsy (68 with left-sided and 47 with right-sided epilepsy) were included. Acquisition, retrieval, and recognition components of verbal memory, as measured by the California Verbal Learning Test, were assessed before and after ATL. Postoperatively, the degree of neuronal loss and reactive gliosis of the hippocampus was assessed via a 3-tiered rating system establishing mild, moderate, and severe pathologic features. Patients with preoperative magnetic resonance imaging-based evidence of lesions outside the mesial temporal area (side of surgical resection) were excluded. Neither seizure laterality nor severity of HS was associated with preoperative verbal memory performance. Postoperatively, the left-sided ATL group demonstrated significant decline across the acquisition (P<.01), retrival (P<.001), and recognition (P<.001) verbal memory components compared with the right-sided ATL group. Patients who underwent left-sided ATL and had mild HS displayed the largest magnitude and percentage proportion of postoperative decline across all verbal memory components. However, 28 (48%) of the 58 patients who underwent left-sided ATL and who had moderate and severe HS displayed statistically reliable declines on retrieval aspects of verbal memory. Most patients undergoing right-sided ATL, regardless of the extent of hippocampal pathologic features, displayed no postoperative memory change. Substantial individual heterogeneity of memory outcome exists across groups of patients undergoing ATL

  6. The Encoding of Verbal Information. Final Report.

    ERIC Educational Resources Information Center

    Hopkins, Ronald H.

    A research project involving 16 experiments investigated the nature of the encoding process for verbal materials, particularly differences arising from mode of presentation. The results showed that a change in mode of presentation of items produced a recovery from interference in short term retention. Since intermodal interference was lower than…

  7. Competent Verbal and Nonverbal Crossgender Immediacy Behaviors.

    ERIC Educational Resources Information Center

    Rifkind, Lawrence J.; Harper, Loretta F.

    1993-01-01

    A discussion of immediacy, the degree of perceived physical or psychological closeness between people, looks at a variety of verbal and nonverbal factors and behaviors useful to gain immediacy among co-workers, including attractiveness, clothing, posture, facial/eye behavior, vocal cues, space, touch, time, and gestures. Cross-gender dimensions,…

  8. Outcome survey of auditory-verbal graduates: study of clinical efficacy.

    PubMed

    Goldberg, D M; Flexer, C

    1993-05-01

    Audiologists must be knowledgeable about the efficacy of aural habilitation practices because we are often the first professionals to inform parents about their child's hearing impairment. The purpose of this investigation was to document the status of graduates of one aural habilitation option; auditory-verbal. A consumer survey was completed by graduates from auditory-verbal programs in the United States and Canada. Graduates were queried regarding degree and etiology of hearing loss, age of onset, amplification, and educational and employment history, among other topics. Results indicated that the majority of the respondents were integrated into regular learning and living environments.

  9. Verbal communication of families with cancer patients at end of life: A questionnaire survey with bereaved family members.

    PubMed

    Nakazato, Kazuhiro; Shiozaki, Mariko; Hirai, Kei; Morita, Tatsuya; Tatara, Ryuhei; Ichihara, Kaori; Sato, Shinichi; Simizu, Megumi; Tsuneto, Satoru; Shima, Yasuo; Miyasita, Mitsunori

    2018-01-01

    To clarify the verbal communication of feelings between families and patients in Japanese palliative care units from the perspective of bereaved family members by examining (1) proportions of families' and patients' verbalization of six feelings (gratitude, love, seeking forgiveness, giving forgiveness, wishes after death, and continuing bonds), (2) recognition of receiving these feelings through verbalization from the family's perspective, and (3) the specific attitudes of family members that influence their verbalizations. In 2010, a cross-sectional survey was conducted with 968 bereaved families of cancer patients in palliative care units across Japan. Five hundred thirty-seven responses were analyzed. (1) "Gratitude" was verbalized most often (families: 47%; patients: 61%), and "expressing forgiveness" least often (families: 16%; patients: 11%). (2) Even if the words were not used, 81.2% to 88.2% of families answered that they had received the patient's feelings, and 71.8% to 85.4% of families felt the patient had received their feelings. (3) Multiple logistic regression analyses indicated that the strongest attitudes determining verbalizing were "not wanting to say farewell without conveying feelings," "a daily basis of expressing," and "heart-to-heart communication" (ishin-denshin). For both families and patients, verbalizing feelings was difficult. Our results showed that families' and patients' verbalizing and receiving of feelings must be aligned to understand their communication at the end of life in Japan. Future research is needed to verify how attitude helps promote or inhibit verbalization. Copyright © 2017 John Wiley & Sons, Ltd.

  10. Comparison of Rogers, Perls, and Ellis on the Hill Counselor Verbal Response Category System.

    ERIC Educational Resources Information Center

    Hill, Clara E.; And Others

    1979-01-01

    Analyzes transcripts of films of Rogers, Perls, and Ellis counseling the same client, according to the Hill Counselor Verbal Response Category System. The system described verbal behaviors of the three counselors and detected behavioral differences reflective of their differing theoretical orientations. (Author)

  11. Unique and shared validity of the "Wechsler logical memory test", the "California verbal learning test", and the "verbal learning and memory test" in patients with epilepsy.

    PubMed

    Helmstaedter, Christoph; Wietzke, Jennifer; Lutz, Martin T

    2009-12-01

    This study was set-up to evaluate the construct validity of three verbal memory tests in epilepsy patients. Sixty-one consecutively evaluated patients with temporal lobe epilepsy (TLE) or extra-temporal epilepsy (E-TLE) underwent testing with the verbal learning and memory test (VLMT, the German equivalent of the Rey auditory verbal learning test, RAVLT); the California verbal learning test (CVLT); the logical memory and digit span subtests of the Wechsler memory scale, revised (WMS-R); and testing of intelligence, attention, speech and executive functions. Factor analysis of the memory tests resulted in test-specific rather than test over-spanning factors. Parameters of the CVLT and WMS-R, and to a much lesser degree of the VLMT, were highly correlated with attention, language function and vocabulary. Delayed recall measures of logical memory and the VLMT differentiated TLE from E-TLE. Learning and memory scores off all three tests differentiated mesial temporal sclerosis from other pathologies. A lateralization of the epilepsy was possible only for a subsample of 15 patients with mesial TLE. Although the three tests provide overlapping indicators for a temporal lobe epilepsy or a mesial pathology, they can hardly be taken in exchange. The tests have different demands on semantic processing and memory organization, and they appear differentially sensitive to performance in non-memory domains. The tests capability to lateralize appears to be poor. The findings encourage the further discussion of the dependency of memory outcomes on test selection.

  12. Using Visual Strategies to Support Verbal Comprehension in an Adolescent with Down Syndrome

    ERIC Educational Resources Information Center

    Lecas, Jean-Francois; Mazaud, Anne-Marie; Reibel, Esther; Rey, Arnaud

    2011-01-01

    It has been frequently reported that children with Down syndrome have deficits in verbal short-term memory while having relatively good performance in visual short-term memory tasks. Such verbal deficits have a detrimental effect on various high-level cognitive processes, most notably language comprehension. In this study, we report the case of an…

  13. Verbal Abuse in School. Constructions of Gender among 14- to 15-Year-Olds

    ERIC Educational Resources Information Center

    Eliasson, Miriam A.; Isaksson, Kerstin; Laflamme, Lucie

    2007-01-01

    Verbal abuse has been identified as a common element in the life of children in school. This paper explores how this discursive practice is used in the construction of masculinities and femininities among children aged 14-15 through observations and interviews in classes in two schools in Stockholm. Verbal abuse, often with sexual content,…

  14. Language facilitates introspection: Verbal mind-wandering has privileged access to consciousness.

    PubMed

    Bastian, Mikaël; Lerique, Sébastien; Adam, Vincent; Franklin, Michael S; Schooler, Jonathan W; Sackur, Jérôme

    2017-03-01

    Introspection and language are the cognitive prides of humankind, but their interactions in healthy cognition remain unclear. Episodes of mind-wandering, where personal thoughts often go unnoticed for some time before being introspected, offer a unique opportunity to study the role of language in introspection. In this paper, we show that inner speech facilitates awareness of mind-wandering. In two experiments, we either interfered with verbal working memory, via articulatory suppression (Exp. 1), or entrained it, via presentation of verbal material (Exp. 2), and measured the resulting awareness of mind-wandering. Articulatory suppression decreased the likelihood to spontaneously notice mind-wandering, whereas verbal material increased retrospective awareness of mind-wandering. In addition, an ecological study using smartphones confirmed that inner speech vividness positively predicted mind-wandering awareness (Exp. 3). Together, these findings support the view that inner speech facilitates introspection of one's thoughts, and therefore provides empirical evidence for a positive relation between language and consciousness. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Listen up, eye movements play a role in verbal memory retrieval.

    PubMed

    Scholz, Agnes; Mehlhorn, Katja; Krems, Josef F

    2016-01-01

    People fixate on blank spaces if visual stimuli previously occupied these regions of space. This so-called "looking at nothing" (LAN) phenomenon is said to be a part of information retrieval from internal memory representations, but the exact nature of the relationship between LAN and memory retrieval is unclear. While evidence exists for an influence of LAN on memory retrieval for visuospatial stimuli, evidence for verbal information is mixed. Here, we tested the relationship between LAN behavior and memory retrieval in an episodic retrieval task where verbal information was presented auditorily during encoding. When participants were allowed to gaze freely during subsequent memory retrieval, LAN occurred, and it was stronger for correct than for incorrect responses. When eye movements were manipulated during memory retrieval, retrieval performance was higher when participants fixated on the area associated with to-be-retrieved information than when fixating on another area. Our results provide evidence for a functional relationship between LAN and memory retrieval that extends to verbal information.

  16. Contingent imitation increases verbal interaction in children with autism spectrum disorders.

    PubMed

    Ishizuka, Yuka; Yamamoto, Jun-Ichi

    2016-11-01

    Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33-63 months). For contingent imitation condition, adults imitated children's vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. © The Author(s) 2016.

  17. Verbal abuse and mobbing in pre-hospital care services in Chile.

    PubMed

    Campo, Varinia Rodríguez; Klijn, Tatiana Paravic

    2018-01-08

    to determine the perception of verbal abuse and mobbing and the associated factors of paramedic technicians (nursing assistants) and professionals (nurses, midwives, kinesiologists) in the pre-hospital care areas of three regions in the south of Chile. descriptive and correlational study was performed within the professional community and a two-stage sample of the paramedic technician population in three regions. The questionnaire "workplace violence in the health sector" (spanish version) was applied after signing the informed consent. 51.4% of professionals and 46.6% of paramedic technicians consider they have been verbally abused during last year. 17.6% of paramedic technicians and 13.5% of professionals perceived mobbing. A low percentage of these events are reported. In only one case of mobbing, the aggressor was legally penalized. No significant differences were found between the job categories and the studied regions. A high percentage of participants in each group perceived verbal abuse and non-minor percentage perceived mobbing, but most of these events are not reported.

  18. Temporal dynamics of contingency extraction from tonal and verbal auditory sequences.

    PubMed

    Bendixen, Alexandra; Schwartze, Michael; Kotz, Sonja A

    2015-09-01

    Consecutive sound events are often to some degree predictive of each other. Here we investigated the brain's capacity to detect contingencies between consecutive sounds by means of electroencephalography (EEG) during passive listening. Contingencies were embedded either within tonal or verbal stimuli. Contingency extraction was measured indirectly via the elicitation of the mismatch negativity (MMN) component of the event-related potential (ERP) by contingency violations. MMN results indicate that structurally identical forms of predictability can be extracted from both tonal and verbal stimuli. We also found similar generators to underlie the processing of contingency violations across stimulus types, as well as similar performance in an active-listening follow-up test. However, the process of passive contingency extraction was considerably slower (twice as many rule exemplars were needed) for verbal than for tonal stimuli These results suggest caution in transferring findings on complex predictive regularity processing obtained with tonal stimuli directly to the speech domain. Copyright © 2014 Elsevier Inc. All rights reserved.

  19. Evidence against Decay in Verbal Working Memory

    ERIC Educational Resources Information Center

    Oberauer, Klaus; Lewandowsky, Stephan

    2013-01-01

    The article tests the assumption that forgetting in working memory for verbal materials is caused by time-based decay, using the complex-span paradigm. Participants encoded 6 letters for serial recall; each letter was preceded and followed by a processing period comprising 4 trials of difficult visual search. Processing duration, during which…

  20. Fathers' and Mothers' Verbal Responsiveness and the Language Skills of Young Children With Autism Spectrum Disorder

    PubMed Central

    Watson, Linda R.

    2015-01-01

    Purpose In this observational study, we examined the interactions of 16 young children with autism spectrum disorder (ASD) and their parents to investigate (a) differences in verbal responsiveness used by fathers and mothers in interactions with their children with ASD and (b) concurrent associations between the language skills of children with ASD and the verbal responsiveness of both fathers and mothers. Method Parent verbal responsiveness was coded from video recordings of naturalistic parent–child play sessions using interval-based coding. Child language skills were measured by the Preschool Language Scale–Fourth Edition (Zimmerman, Steiner, & Pond, 2002). Results For both fathers and mothers, parent verbal responsiveness was positively associated with child language skills. Mothers' responsiveness was also significantly associated with child cognition. After controlling for child cognition, fathers' verbal responsiveness continued to be significantly related to child language skills. Conclusions Although other studies have documented associations between mothers' responsiveness and child language, this is the 1st study to document a significant concurrent association between child language skills of children with ASD and the verbal responsiveness of fathers. Findings of this study warrant the inclusion of fathers in future research on language development and intervention to better understand the potential contributions fathers may make to language growth for children with ASD over time as well as to determine whether coaching fathers to use responsive verbal strategies can improve language outcomes for children with ASD. PMID:25836377