Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children.

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Stokes, Stephanie F; Klee, Thomas; Kornisch, Myriam; Furlong, Lisa

2017-08-16

Recent studies indicate that school-age children's patterns of performance on measures of verbal and visuospatial short-term memory (STM) and working memory (WM) differ across types of neurodevelopmental disorders. Because these disorders are often characterized by early language delay, administering STM and WM tests to toddlers could improve prediction of neurodevelopmental outcomes. Toddler-appropriate verbal, but not visuospatial, STM and WM tasks are available. A toddler-appropriate visuospatial STM test is introduced. Tests of verbal STM, visuospatial STM, expressive vocabulary, and receptive vocabulary were administered to 92 English-speaking children aged 2-5 years. Mean test scores did not differ for boys and girls. Visuospatial and verbal STM scores were not significantly correlated when age was partialed out. Age, visuospatial STM scores, and verbal STM scores accounted for unique variance in expressive (51%, 3%, and 4%, respectively) and receptive vocabulary scores (53%, 5%, and 2%, respectively) in multiple regression analyses. Replication studies, a fuller test battery comprising visuospatial and verbal STM and WM tests, and a general intelligence test are required before exploring the usefulness of these STM tests for predicting longitudinal outcomes. The lack of an association between the STM tests suggests that the instruments have face validity and test independent STM skills.

Non-verbal Communication in a Neonatal Intensive Care Unit: A Video Audit Using Non-verbal Immediacy Scale (NIS-O).

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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 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.

Rey's Auditory Verbal Learning Test scores can be predicted from whole brain MRI in Alzheimer's disease

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Elaheh Moradi

2017-01-01

Full Text Available Rey's Auditory Verbal Learning Test (RAVLT is a powerful neuropsychological tool for testing episodic memory, which is widely used for the cognitive assessment in dementia and pre-dementia conditions. Several studies have shown that an impairment in RAVLT scores reflect well the underlying pathology caused by Alzheimer's disease (AD, thus making RAVLT an effective early marker to detect AD in persons with memory complaints. We investigated the association between RAVLT scores (RAVLT Immediate and RAVLT Percent Forgetting and the structural brain atrophy caused by AD. The aim was to comprehensively study to what extent the RAVLT scores are predictable based on structural magnetic resonance imaging (MRI data using machine learning approaches as well as to find the most important brain regions for the estimation of RAVLT scores. For this, we built a predictive model to estimate RAVLT scores from gray matter density via elastic net penalized linear regression model. The proposed approach provided highly significant cross-validated correlation between the estimated and observed RAVLT Immediate (R = 0.50 and RAVLT Percent Forgetting (R = 0.43 in a dataset consisting of 806 AD, mild cognitive impairment (MCI or healthy subjects. In addition, the selected machine learning method provided more accurate estimates of RAVLT scores than the relevance vector regression used earlier for the estimation of RAVLT based on MRI data. The top predictors were medial temporal lobe structures and amygdala for the estimation of RAVLT Immediate and angular gyrus, hippocampus and amygdala for the estimation of RAVLT Percent Forgetting. Further, the conversion of MCI subjects to AD in 3-years could be predicted based on either observed or estimated RAVLT scores with an accuracy comparable to MRI-based biomarkers.

[Verbal and visual-spatial memory in Chinese children with developmental dyslexia].

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Hu, Xiao-Yun; Jing, Jin; Fan, Miao; Yang, De-Sheng; Zhu, Yan-Na; Chen, Ling; Li, Xiu-Hong

2018-04-01

To explore the abilities of verbal and visual-spatial memory in Chinese children with developmental dyslexia. Thirty-two children with developmental dyslexia (aged 8-12 years) and thirty-nine age- and gender-matched normal children were involved in the study. Their verbal short-term and verbal working memories were measured using the digit ordering and the digit span tests, respectively. Their visual-spatial short-term and visual-spatial working memories were examined using the forward and backward block-tapping tests, respectively. The DD children scored lower in the digit ordering and the digit span tests than the control children (P<0.05). The scores for the forward and backward block-tapping tests did not vary between the two groups (P>0.05). The children with DD have the deficits in both verbal short-term memory and verbal working memory.

Severity and Co-occurrence of Oral and Verbal Apraxias in Left Brain Damaged Adults

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Fariba Yadegari

2012-04-01

Full Text Available Objective: Oral and verbal apraxias represent motor programming deficits of nonverbal and verbal movements respectively. Studying their properties may shed light on speech motor control processes. This study was focused on identifying cases with oral or verbal apraxia, their co–occurrences and severities. Materials & Methods: In this non-experimental study, 55 left adult subjects with left brain lesion including 22 women and 33 men with age range of 23 to 84 years, were examined and videotaped using oral apraxia and verbal apraxia tasks. Three speech and language pathologists independently scored apraxia severities. Data were analyzed by independent t test, Pearson, Phi and Contingency coefficients using SPSS 12. Results: Mean score of oral and verbal apraxias in patients with and without oral and verbal apraxias were significantly different (P<0.001. Forty- two patients had simultaneous oral and verbal apraxias, with significant correlation between their oral and verbal apraxia scores (r=0.75, P<0.001. Six patients showed no oral or verbal apraxia and 7 had just one type of apraxia. Comparison of co-occurrence of two disorders (Phi=0.59 and different oral and verbal intensities (C=0.68 were relatively high (P<0.001. Conclusion: The present research revealed co-occurrence of oral and verbal apraxias to a great extent. It appears that speech motor control is influenced by a more general verbal and nonverbal motor control.

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

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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.

Normal-range verbal-declarative memory in schizophrenia.

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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).

Hippocampal dose volume histogram predicts Hopkins Verbal Learning Test scores after brain irradiation

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Catherine Okoukoni, PhD

2017-10-01

Full Text Available Purpose: Radiation-induced cognitive decline is relatively common after treatment for primary and metastatic brain tumors; however, identifying dosimetric parameters that are predictive of radiation-induced cognitive decline is difficult due to the heterogeneity of patient characteristics. The memory function is especially susceptible to radiation effects after treatment. The objective of this study is to correlate volumetric radiation doses received by critical neuroanatomic structures to post–radiation therapy (RT memory impairment. Methods and materials: Between 2008 and 2011, 53 patients with primary brain malignancies were treated with conventionally fractionated RT in prospectively accrued clinical trials performed at our institution. Dose-volume histogram analysis was performed for the hippocampus, parahippocampus, amygdala, and fusiform gyrus. Hopkins Verbal Learning Test-Revised scores were obtained at least 6 months after RT. Impairment was defined as an immediate recall score ≤15. For each anatomic region, serial regression was performed to correlate volume receiving a given dose (VD(Gy with memory impairment. Results: Hippocampal V53.4Gy to V60.9Gy significantly predicted post-RT memory impairment (P < .05. Within this range, the hippocampal V55Gy was the most significant predictor (P = .004. Hippocampal V55Gy of 0%, 25%, and 50% was associated with tumor-induced impairment rates of 14.9% (95% confidence interval [CI], 7.2%-28.7%, 45.9% (95% CI, 24.7%-68.6%, and 80.6% (95% CI, 39.2%-96.4%, respectively. Conclusions: The hippocampal V55Gy is a significant predictor for impairment, and a limiting dose below 55 Gy may minimize radiation-induced cognitive impairment.

Associations between olfactory identification and verbal memory in patients with schizophrenia, first-degree relatives, and non-psychiatric controls.

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Compton, Michael T; McKenzie Mack, LaTasha; Esterberg, Michelle L; Bercu, Zachary; Kryda, Aimee D; Quintero, Luis; Weiss, Paul S; Walker, Elaine F

2006-09-01

Olfactory identification deficits and verbal memory impairments may represent trait markers for schizophrenia. The aims of this study were to: (1) assess olfactory identification in patients, first-degree relatives, and non-psychiatric controls, (2) determine differences in verbal memory functioning in these three groups, and (3) study correlations between olfactory identification and three specific verbal memory domains. A total of 106 participants-41 patients with schizophrenia or related disorders, 27 relatives, and 38 controls-were assessed with the University of Pennsylvania Smell Identification Test (UPSIT) and the Wechsler Memory Scale-Third Edition. Linear mixed models, accounting for clustering within families and relevant covariates, were used to compare scores across groups and to examine associations between olfactory identification ability and the three verbal memory domains. A group effect was apparent for all four measures, and relatives scored midway between patients and controls on all three memory domains. UPSIT scores were significantly correlated with all three forms of verbal memory. Age, verbal working memory, and auditory recognition delayed memory were independently predictive of UPSIT scores. Impairments in olfactory identification and verbal memory appear to represent two correlated risk markers for schizophrenia, and frontal-temporal deficits likely account for both impairments.

Dichotic auditory-verbal memory in adults with cerebro-vascular accident

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Samaneh Yekta

2014-01-01

Full Text Available Background and Aim: Cerebrovascular accident is a neurological disorder involves central nervous system. Studies have shown that it affects the outputs of behavioral auditory tests such as dichotic auditory verbal memory test. The purpose of this study was to compare this memory test results between patients with cerebrovascular accident and normal subjects.Methods: This cross-sectional study was conducted on 20 patients with cerebrovascular accident aged 50-70 years and 20 controls matched for age and gender in Emam Khomeini Hospital, Tehran, Iran. Dichotic auditory verbal memory test was performed on each subject.Results: The mean score in the two groups was significantly different (p<0.0001. The results indicated that the right-ear score was significantly greater than the left-ear score in normal subjects (p<0.0001 and in patients with right hemisphere lesion (p<0.0001. The right-ear and left-ear scores were not significantly different in patients with left hemisphere lesion (p=0.0860.Conclusion: Among other methods, Dichotic auditory verbal memory test is a beneficial test in assessing the central auditory nervous system of patients with cerebrovascular accident. It seems that it is sensitive to the damages occur following temporal lobe strokes.

Learning style, judgements of learning, and learning of verbal and visual information.

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Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Dichotic assessment of verbal memory function: development and validation of the Persian version of Dichotic Verbal Memory Test.

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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.

Anatomical Correlates of Non-Verbal Perception in Dementia Patients

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Pin-Hsuan Lin

2016-08-01

Full Text Available 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 is mediated by distinct neural circuits.

Auditory Verbal Cues Alter the Perceived Flavor of Beverages and Ease of Swallowing: A Psychometric and Electrophysiological Analysis

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Aya Nakamura

2013-01-01

Full Text Available We investigated the possible effects of auditory verbal cues on flavor perception and swallow physiology for younger and elder participants. Apple juice, aojiru (grass juice, and water were ingested with or without auditory verbal cues. Flavor perception and ease of swallowing were measured using a visual analog scale and swallow physiology by surface electromyography and cervical auscultation. The auditory verbal cues had significant positive effects on flavor and ease of swallowing as well as on swallow physiology. The taste score and the ease of swallowing score significantly increased when the participant’s anticipation was primed by accurate auditory verbal cues. There was no significant effect of auditory verbal cues on distaste score. Regardless of age, the maximum suprahyoid muscle activity significantly decreased when a beverage was ingested without auditory verbal cues. The interval between the onset of swallowing sounds and the peak timing point of the infrahyoid muscle activity significantly shortened when the anticipation induced by the cue was contradicted in the elderly participant group. These results suggest that auditory verbal cues can improve the perceived flavor of beverages and swallow physiology.

A Study of the Effect of a Child's Physical Attractiveness upon Verbal Scoring of the Wechsler Intelligence Scale for Children (Revised) and upon Personality Attributions

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Wheeler, Paula Theisler

1985-01-01

The purpose of this research was to investigate possible examiner bias in scoring the Verbal subtests of the Wechsler Intelligence Scale for Children (Revised) due to the level of facial attractiveness of the child. Sex of the child and sex of the research subject were also included as independent variables. No main effect for attractiveness or sex x attractiveness interactions were found. Thus, little evidence emerged to suggest attractiveness stereotyping effects in an intelligence testing ...

Impaired verbal memory in Parkinson disease: relationship to prefrontal dysfunction and somatosensory discrimination

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Weniger Dorothea

2009-12-01

Full Text Available Abstract Objective To study the neurocognitive profile and its relationship to prefrontal dysfunction in non-demented Parkinson's disease (PD with deficient haptic perception. Methods Twelve right-handed patients with PD and 12 healthy control subjects underwent thorough neuropsychological testing including Rey complex figure, Rey auditory verbal and figural learning test, figural and verbal fluency, and Stroop test. Test scores reflecting significant differences between patients and healthy subjects were correlated with the individual expression coefficients of one principal component, obtained in a principal component analysis of an oxygen-15-labeled water PET study exploring somatosensory discrimination that differentiated between the two groups and involved prefrontal cortices. Results We found significantly decreased total scores for the verbal learning trials and verbal delayed free recall in PD patients compared with normal volunteers. Further analysis of these parameters using Spearman's ranking correlation showed a significantly negative correlation of deficient verbal recall with expression coefficients of the principal component whose image showed a subcortical-cortical network, including right dorsolateral-prefrontal cortex, in PD patients. Conclusion PD patients with disrupted right dorsolateral prefrontal cortex function and associated diminished somatosensory discrimination are impaired also in verbal memory functions. A negative correlation between delayed verbal free recall and PET activation in a network including the prefrontal cortices suggests that verbal cues and accordingly declarative memory processes may be operative in PD during activities that demand sustained attention such as somatosensory discrimination. Verbal cues may be compensatory in nature and help to non-specifically enhance focused attention in the presence of a functionally disrupted prefrontal cortex.

Development and inter-rater reliability of a standardized verbal instruction manual for the Chinese Geriatric Depression Scale-short form.

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Wong, M T P; Ho, T P; Ho, M Y; Yu, C S; Wong, Y H; Lee, S Y

2002-05-01

The Geriatric Depression Scale (GDS) is a common screening tool for elderly depression in Hong Kong. This study aimed at (1) developing a standardized manual for the verbal administration and scoring of the GDS-SF, and (2) comparing the inter-rater reliability between the standardized and non-standardized verbal administration of GDS-SF. Two studies were reported. In Study 1, the process of developing the manual was described. In Study 2, we compared the inter-rater reliabilities of GDS-SF scores using the standardized verbal instructions and the traditional non-standardized administration. Results of Study 2 indicated that the standardized procedure in verbal administration and scoring improved the inter-rater reliabilities of GDS-SF. Copyright 2002 John Wiley & Sons, Ltd.

Top scores are possible, bottom scores are certain (and middle scores are not worth mentioning: A pragmatic view of verbal probabilities

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Marie Juanchich

2013-05-01

Full Text Available In most previous studies of verbal probabilities, participants are asked to translate expressions such as possible and not certain into numeric probability values. This probabilistic translation approach can be contrasted with a novel which-outcome (WO approach that focuses on the outcomes that people naturally associate with probability terms. The WO approach has revealed that, when given bell-shaped distributions of quantitative outcomes, people tend to associate certainty with minimum (unlikely outcome magnitudes and possibility with (unlikely maximal ones. The purpose of the present paper is to test the factors that foster these effects and the conditions in which they apply. Experiment 1 showed that the association of probability term and outcome was related to the association of scalar modifiers (i.e., it is certain that the battery will last at least..., it is possible that the battery will last up to.... Further, we tested whether this pattern was dependent on the frequency (e.g., increasing vs. decreasing distribution or the nature of the outcomes presented (i.e., categorical vs. continuous. Results showed that despite being slightly affected by the shape of the distribution, participants continue to prefer to associate possible with maximum outcomes and certain with minimum outcomes. The final experiment provided a boundary condition to the effect, showing that it applies to verbal but not numerical probabilities.

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

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Mirna Lie Hosogi Senaha

Full Text Available Abstract 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.

Depression and Its Measurement in Verbal Adolescents and Adults with Autism Spectrum Disorder

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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…

The effect of age-at-testing on verbal memory among children following severe traumatic brain injury.

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Silberg, Tamar; Ahonniska-Assa, Jaana; Levav, Miriam; Eliyahu, Roni; Peleg-Pilowsky, Tamar; Brezner, Amichai; Vakil, Eli

2016-01-01

Memory deficits are a common sequelae following childhood traumatic brain injury (TBI), which often have serious implications on age-related academic skills. The current study examined verbal memory performance using the Rey Auditory Verbal Learning Test (RAVLT) in a pediatric TBI sample. Verbal memory abilities as well as the effect of age at-testing on performance were examined. A sample of 67 children following severe TBI (age average = 12.3 ± 2.74) and 67 matched controls were evaluated using the RAVLT. Age effect at assessment was examined using two age groups: above and below 12 years of age during evaluation. Differences between groups were examined via the 9 RAVLT learning trials and the 7 composite scores conducted out of them. Children following TBI recalled significantly less words than controls on all RAVLT trials and had significantly lower scores on all composite scores. However, all of these scores fell within the low average range. Further analysis revealed significantly lower than average performance among the older children (above 12 years), while scores of the younger children following TBI fell within average limits. To conclude, verbal memory deficits among children following severe TBI demonstrate an age-at-testing effect with more prominent problems occurring above 12 years at the time of evaluation. Yet, age-appropriate performance among children below 12 years of age may not accurately describe memory abilities at younger ages following TBI. It is therefore recommended that clinicians address child's age at testing and avoid using a single test as an indicator of verbal memory functioning post TBI.

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

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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.

Habilidades de praxia verbal e não-verbal em indivíduos gagos Verbal and non-verbal praxic abilities in stutterers

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Natália Casagrande Brabo

2009-12-01

Full Text Available OBJETIVO: caracterizar as habilidades de praxias verbal e não-verbal em indivíduos gagos. MÉTODOS: participaram do estudo 40 indivíduos, com idade igual ou superior a 18 anos, do sexo masculino e feminino: 20 gagos adultos e 20 sem queixas de comunicação. Para a avaliação das praxias verbal e não-verbal, os indivíduos foram submetidos à aplicação do Protocolo de Avaliação da Apraxia Verbal e Não-verbal (Martins e Ortiz, 2004. RESULTADOS: com relação às habilidades de praxia verbal houve diferença estatisticamente significante no número de disfluências típicas e atípicas apresentadas pelos grupos estudados. Quanto à tipologia das disfluências observou-se que nas típicas houve diferença estatisticamente significante entre os grupos estudados apenas na repetição de frase, e nas atípicas, houve diferença estatisticamente significante, tanto no bloqueio quanto na repetição de sílaba e no prolongamento. Com relação às habilidades de praxia não-verbal, não foram observadas diferenças estatisticamente significantes entre os indivíduos estudados na realização dos movimentos de lábios, língua e mandíbula, isolados e em sequência. CONCLUSÃO: com relação às habilidades de praxia verbal, os gagos apresentaram frequência maior de rupturas da fala, tanto de disfluências típicas quanto de atípicas, quando comparado ao grupo controle. Já na realização de movimentos práxicos isolados e em sequência, ou seja, nas habilidades de praxia não-verbal, os indivíduos gagos não se diferenciaram dos fluentes não confirmando a hipótese de que o início precoce da gagueira poderia comprometer as habilidades de praxia não-verbal.PURPOSE: to characterize the verbal and non-verbal praxic abilities in adult stutterers. METHODS: for this research, 40 over 18-year old men and women were selected: 20 stuttering adults and 20 without communication complaints. For the praxis evaluation, they were submitted to

Knee extension isometric torque production differences based on verbal motivation given to introverted and extroverted female children.

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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; pintroverted 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.

Profiles of verbal working memory growth predict speech and language development in children with cochlear implants.

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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.

Development of Verbal Expressive Skills Management Programme (VESMP for Patients with Brocas Aphasia

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Humaira Shamim

2017-06-01

Full Text Available Introduction: Disorders of communication, including aphasia (mainly post stroke caused by the left hemisphere brain damage, is a major community health issue. The prevalence of aphasia after stroke is 25% in Pakistan in which Broca’s aphasia is predominant in stroke patients who have anterior lesion in the frontal lobe of the left hemispheres. The verbal expressive skills management programme (VESMP is the software which developed augmented management for patients to enhance verbal expressive skills for patients with severe Broca’s aphasia from different geographic areas. Moreover, the software increases the independencies which are not observed in other traditional techniques. This study is the pathway for maintaining and improving the functional life of patients. Objectives: The main objective was to develop the verbal expressive skills management programme (VESMP to enhance verbal expressive skills of patients with severe Broca’s aphasia. Methodology: Initially a pilot study with eight cases is carried out. The nonprobability purposive sampling technique was used to recruit the patients with severe aphasia who received therapy through VESMP programme on their smart phones. It contains seven domains: spontaneous speech, comprehension, naming, reading, writing, imitation, and automated speech. The programme was developed in Urdu language and its content was selected from grade three Urdu Punjab text books. The program was then updated with the help of guidance and feedback received from five experts of the relevant field. The patients scoring is recorded for each domain on basis of correct responses. The study was conducted in YUSRA general hospital and Pakistan Railway Hospital, Rawalpindi. The study includes patients that are 40+ years old, and have three months of post stroke with diagnosis of chronic Broca’s Aphasias, patients with severe cognitive impairment were excluded from the study. The pre-and post score was recorded for each

Intelligence Score Profiles of Female Juvenile Offenders

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Werner, Shelby Spare; Hart, Kathleen J.; Ficke, Susan L.

2016-01-01

Previous studies have found that male juvenile offenders typically obtain low scores on measures of intelligence, often with a pattern of higher scores on measures of nonverbal relative to verbal tasks. The research on the intelligence performance of female juvenile offenders is limited. This study explored the Wechsler Intelligence Scale for…

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

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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.

Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants.

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Harris, Michael S; Kronenberger, William G; Gao, Sujuan; Hoen, Helena M; Miyamoto, Richard T; Pisoni, David B

2013-01-01

Cochlear implants (CIs) help many deaf children achieve near-normal speech and language (S/L) milestones. Nevertheless, high levels of unexplained variability in S/L outcomes are limiting factors in improving the effectiveness of CIs in deaf children. The objective of this study was to longitudinally assess the role of verbal short-term memory (STM) and working memory (WM) capacity as a progress-limiting source of variability in S/L outcomes after CI in children. Longitudinal study of 66 children with CIs for prelingual severe-to-profound hearing loss. Outcome measures included performance on digit span forward (DSF), digit span backward (DSB), and four conventional S/L measures that examined spoken-word recognition (Phonetically Balanced Kindergarten word test), receptive vocabulary (Peabody Picture Vocabulary Test ), sentence-recognition skills (Hearing in Noise Test), and receptive and expressive language functioning (Clinical Evaluation of Language Fundamentals Fourth Edition Core Language Score; CELF). Growth curves for DSF and DSB in the CI sample over time were comparable in slope, but consistently lagged in magnitude relative to norms for normal-hearing peers of the same age. For DSF and DSB, 50.5% and 44.0%, respectively, of the CI sample scored more than 1 SD below the normative mean for raw scores across all ages. The first (baseline) DSF score significantly predicted all endpoint scores for the four S/L measures, and DSF slope (growth) over time predicted CELF scores. DSF baseline and slope accounted for an additional 13 to 31% of variance in S/L scores after controlling for conventional predictor variables such as: chronological age at time of testing, age at time of implantation, communication mode (auditory-oral communication versus total communication), and maternal education. Only DSB baseline scores predicted endpoint language scores on Peabody Picture Vocabulary Test and CELF. DSB slopes were not significantly related to any endpoint S/L measures

The association of perceived stress and verbal memory is greater in HIV-infected versus HIV-uninfected women.

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Rubin, Leah H; Cook, Judith A; Weber, Kathleen M; Cohen, Mardge H; Martin, Eileen; Valcour, Victor; Milam, Joel; Anastos, Kathryn; Young, Mary A; Alden, Christine; Gustafson, Deborah R; Maki, Pauline M

2015-08-01

In contrast to findings from cohorts comprised primarily of HIV-infected men, verbal memory deficits are the largest cognitive deficit found in HIV-infected women from the Women's Interagency HIV Study (WIHS), and this deficit is not explained by depressive symptoms or substance abuse. HIV-infected women may be at greater risk for verbal memory deficits due to a higher prevalence of cognitive risk factors such as high psychosocial stress and lower socioeconomic status. Here, we investigate the association between perceived stress using the Perceived Stress Scale (PSS-10) and verbal memory performance using the Hopkins Verbal Learning Test (HVLT) in 1009 HIV-infected and 496 at-risk HIV-uninfected WIHS participants. Participants completed a comprehensive neuropsychological test battery which yielded seven cognitive domain scores, including a primary outcome of verbal memory. HIV infection was not associated with a higher prevalence of high perceived stress (i.e., PSS-10 score in the top tertile) but was associated with worse performance on verbal learning (p memory (p stress was associated with poorer performance in those cognitive domains (p's stress interaction was found only for the verbal memory domain (p = 0.02); among HIV-infected women only, high stress was associated with lower performance (p's memory measure in particular. These findings suggest that high levels of perceived stress contribute to the deficits in verbal memory observed in WIHS women.

CE verbal episodic memory impairment in schizophrenia: a comparison with frontal lobe lesion patients.

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Christensen, Bruce K; Patrick, Regan E; Stuss, Donald T; Gillingham, Susan; Zipursky, Robert B

2013-01-01

Schizophrenia (SCZ)-related verbal memory impairment is hypothesized to be mediated, in part, by frontal lobe (FTL) dysfunction. However, little research has contrasted the performance of SCZ patients with that of patients exhibiting circumscribed frontal lesions. The current study compared verbal episodic memory in patients with SCZ and focal FTL lesions (left frontal, LF; right frontal, RF; and bi-frontal, BF) on a four-trial list learning task consisting of three lists of varying semantic organizational structure. Each dependent variable was examined at two levels: scores collapsed across all four trials and learning scores (i.e., trial 4-trial 1). Performance deficits were observed in each patient group across most dependent measures at both levels. Regarding patient group differences, SCZ patients outperformed LF/BF patients (i.e., either learning scores or scores collapsed across trial) on free recall, primacy, primary memory, secondary memory, and subjective organization, whereas they only outperformed RF patients on the semantically blocked list on recency and primary memory. Collectively, these results indicate that the pattern of memory performance is largely similar between patients with SCZ and those with RF lesions. These data support tentative arguments that verbal episodic memory deficits in SCZ may be mediated by frontal dysfunction in the right hemisphere.

Communication skills of heads of departments: verbal, listening, and feedback skills.

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Hamidi, Yadollah; Barati, Majid

2011-11-04

Managers' communication skills are one of the most important topics in educational sector of universities of medical sciences and may have considerable effect on faculty members and employees. This study was per-formed to determine the level of communication skills (verbal, listening, feed-back) of the heads of department of faculties and its relation with some demo-graphic variables. This cross-sectional study was conducted from June 2009 to January 2010. We enrolled all of the heads of departments (N=60) in Hamadan University of Medical Sciences, western Iran. The participants received a self-administered 24-item questionnaire in Likert format (six general items and 18 items related to communication skills). Data were analyzed with SPSS software using Chi-square and Fisher's exact tests. The average scores of verbal, listening and feedback communication were 22.5, 16.1 and 21.1, respectively. Accordingly, 78.3% of participants in verbal communication, 16.7% in listening communication and 73.3% in feedback communication had high status. There were significant differences between the average score of listening skills and age (P=0.013) as well as gender (P=0.042). In addition, there was a significant statistical difference between verbal skills and gender (P=0.021). The overall communication skills of more than half of the heads of departments were moderate. This needs designing some programs for improving department managers' communication skills.

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

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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.

Effect of background music on auditory-verbal memory performance

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Sona Matloubi

2014-12-01

Full Text Available Background and Aim: Music exists in all cultures; many scientists are seeking to understand how music effects cognitive development such as comprehension, memory, and reading skills. More recently, a considerable number of neuroscience studies on music have been developed. This study aimed to investigate the effects of null and positive background music in comparison with silence on auditory-verbal memory performance.Methods: Forty young adults (male and female with normal hearing, aged between 18 and 26, participated in this comparative-analysis study. An auditory and speech evaluation was conducted in order to investigate the effects of background music on working memory. Subsequently, the Rey auditory-verbal learning test was performed for three conditions: silence, positive, and null music.Results: The mean score of the Rey auditory-verbal learning test in silence condition was higher than the positive music condition (p=0.003 and the null music condition (p=0.01. The tests results did not reveal any gender differences.Conclusion: It seems that the presence of competitive music (positive and null music and the orientation of auditory attention have negative effects on the performance of verbal working memory. It is possibly owing to the intervention of music with verbal information processing in the brain.

Word knowledge and production of original verbal responses in deaf children.

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Johnson, R A

1975-08-01

Verbal originality scores were obtained from Onomatopoeia and Images, Form 1B, given t0 182 deaf Ss aged 10 to 19 yr. Ss who had been taught the onomatopoetic words scored higher than Ss who had not been taught the words. There was a main effect for age, with older Ss having significantly higher means than younger Ss. No significant interactions occurred.

Factors associated with IQ scores in long-term survivors of childhood acute lymphoblastic leukemia

International Nuclear Information System (INIS)

Robison, L.L.; Nesbit, M.E. Jr.; Sather, H.N.; Meadows, A.T.; Ortega, J.A.; Hammond, G.D.

1984-01-01

To identify factors which might be associated with intellectual function following treatment for childhood acute lymphoblastic leukemia, 50 long-term survivors were studied using the Wechsler Intelligence Scale for Children-Revised. All patients were diagnosed between 1972 and 1974 and were treated on a single clinical trial protocol with identical induction and maintenance chemotherapy plus central nervous system prophylaxis that included cranial radiation. The mean full scale IQ score for the group was 95 (SEM 2.0), with mean verbal IQ of 94.4 and mean performance IQ of 96.9. Factors which were found to be closely associated with a lower IQ score included female sex (in both verbal IQ and full-scale IQ), longer duration of chemotherapy (in performance IQ), and younger age at the time of radiation (in both verbal IQ and full-scale IQ). The age at the time of radiation was found to be significantly correlated with discrepancy between verbal and performance IQ, with younger age being associated with verbal IQ scores higher than performance IQ scores. When analyses were performed within specific subgroups of patients defined by sex and age at the time of radiation, dose of cranial radiation, concomitant intrathecal methotrexate therapy, and duration of therapy were all found to be correlated with a lower level of intellectual function. These preliminary findings provide direction for future studies to help identify high-risk patients

Comparative study of verbal originality in deaf and hearing children.

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Johnson, R A; Khatena, J

1975-04-01

Verbal originality scores were obtained from Onomatopoeia and Images, Form 1B, given to 181 deaf and 236 hearing Ss aged 10 to 19 yr. The hearing Ss scored significantly higher than the deaf Ss. Significant main effects for age were found but not for sex. The only significant interaction was found for hearing status and age. Deaf Ss became more productive as age increased, while performance of hearing Ss relative to age fluctuated.

Elevated stress is associated with prefrontal cortex dysfunction during a verbal memory task in women with HIV.

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Rubin, Leah H; Wu, Minjie; Sundermann, Erin E; Meyer, Vanessa J; Smith, Rachael; Weber, Kathleen M; Cohen, Mardge H; Little, Deborah M; Maki, Pauline M

2016-12-01

HIV-infected women may be particularly vulnerable to verbal learning and memory deficits. One factor contributing to these deficits is high perceived stress, which is associated with prefrontal cortical (PFC) atrophy and memory outcomes sensitive to PFC function, including retrieval and semantic clustering. We examined the association between stress and PFC activation during a verbal memory task in 36 HIV-infected women from the Chicago Consortium of the Women's Interagency HIV Study (WIHS) to better understand the role of the PFC in this stress-related impairment. Participants completed standardized measures of verbal learning and memory and stress (perceived stress scale-10). We used functional magnetic resonance imaging to assess brain function while participants completed encoding and recognition phases of a verbal memory task. HIV-infected women with higher stress (scores in top tertile) performed worse on all verbal memory outcomes including strategic encoding (p stress (scores in lower two tertiles). Patterns of brain activation during recognition (but not encoding) differed between women with higher vs. lower stress. During recognition, women with higher stress demonstrated greater deactivation in medial PFC and posterior cingulate cortex compared to women with lower stress (p stress might alter the function of the medial PFC in HIV-infected women resulting in less efficient strategic retrieval and deficits in verbal memory.

Performance of the Tariff Method: validation of a simple additive algorithm for analysis of verbal autopsies

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Murray Christopher JL

2011-08-01

Full Text Available Abstract 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.

Evaluating lexical characteristics of verbal fluency output in schizophrenia.

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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.

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

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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.

Predictors of Quality Verbal Engagement in Third-Grade Literature Discussions

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Young, Chase

2014-01-01

This study investigates how reading ability and personality traits predict the quality of verbal discussions in peer-led literature circles. Third grade literature discussions were recorded, transcribed, and coded. The coded statements and questions were quantified into a quality of engagement score. Through multiple linear regression, the…

A normative study of lexical verbal fluency in an educationally-diverse elderly population.

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Kim, Bong Jo; Lee, Cheol Soon; Oh, Byoung Hoon; Hong, Chang Hyung; Lee, Kang Soo; Son, Sang Joon; Han, Changsu; Park, Moon Ho; Jeong, Hyun-Ghang; Kim, Tae Hui; Park, Joon Hyuk; Kim, Ki Woong

2013-12-01

Lexical fluency tests are frequently used to assess language and executive function in clinical practice. We investigated the influences of age, gender, and education on lexical verbal fluency in an educationally-diverse, elderly Korean population and provided its' normative information. We administered the lexical verbal fluency test (LVFT) to 1676 community-dwelling, cognitively normal subjects aged 60 years or over. In a stepwise linear regression analysis, education (B=0.40, SE=0.02, standardized B=0.506) and age (B=-0.10, SE=0.01, standardized B=-0.15) had significant effects on LVFT scores (p0.05). Education explained 28.5% of the total variance in LVFT scores, which was much larger than the variance explained by age (5.42%). Accordingly, we presented normative data of the LVFT stratified by age (60-69, 70-74, 75-79, and ≥80 years) and education (0-3, 4-6, 7-9, 10-12, and ≥13 years). The LVFT norms should provide clinically useful data for evaluating elderly people and help improve the interpretation of verbal fluency tasks and allow for greater diagnostic accuracy.

Relationships between hand laterality and verbal and spatial skills in 436 healthy adults balanced for handedness.

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Mellet, E; Jobard, G; Zago, L; Crivello, F; Petit, L; Joliot, M; Mazoyer, B; Tzourio-Mazoyer, N

2014-01-01

The relationship between manual laterality and cognitive skills remains highly controversial. Some studies have reported that strongly lateralised participants had higher cognitive performance in verbal and visuo-spatial domains compared to non-lateralised participants; however, others found the opposite. Moreover, some have suggested that familial sinistrality and sex might interact with individual laterality factors to alter cognitive skills. The present study addressed these issues in 237 right-handed and 199 left-handed individuals. Performance tests covered various aspects of verbal and spatial cognition. A principal component analysis yielded two verbal and one spatial factor scores. Participant laterality assessments included handedness, manual preference strength, asymmetry of motor performance, and familial sinistrality. Age, sex, education level, and brain volume were also considered. No effect of handedness was found, but the mean factor scores in verbal and spatial domains increased with right asymmetry in motor performance. Performance was reduced in participants with a familial history of left-handedness combined with a non-maximal preference strength in the dominant hand. These results elucidated some discrepancies among previous findings in laterality factors and cognitive skills. Laterality factors had small effects compared to the adverse effects of age for spatial cognition and verbal memory, the positive effects of education for all three domains, and the effect of sex for spatial cognition.

Verbal Memory Impairment in Patients with Subsyndromal Bipolar Disorder

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Tomiki Sumiyoshi

2017-09-01

Full Text Available BackgroundsSeveral domains of cognitive function, including learning memory and executive function, are impaired in mood disorders. Also, the relationship between disturbances of these two cognitive domains has been suggested. In line with the recent initiative to establish a standard measure of cognitive decline in bipolar disorder, the present study was conducted to (1 test the criterion-related validity and test–retest reliability of the California Verbal Learning Test (CVLT-II Japanese version, and (2 determine if type of word learning tasks (i.e., with or without a category structure affects severity of verbal memory deficits in patients with subsyndromal bipolar disorder.MethodsThirty-six patients with bipolar disorder with mild symptoms and 42 healthy volunteers participated in the study. We first compared effect sizes for memory deficits in patients among the CVLT-II, Brief Assessment of Cognition in Schizophrenia (BACS, and Hopkins Verbal Memory Tests-Revised (HVLT-R. We next evaluated the correlations between scores of the CVLT-II vs. those of the BACS and HVLT-R. Bipolar patients were re-assessed with the same (standard or alternate forms of the CVLT-II and HVLT-R 1 month later.ResultsScores on the CVLT-II 1–5 Free Recall and Long-delay Free Recall, as well as the HVLT-R Immediate Recall, but not the BACS List Learning were significantly lower for patients compared to control subjects. The effect sizes for cognitive decline due to the illness were comparable when measured by the CVLT-II and HVLT-R, ranging from 0.5 to 0.6. CVLT-II scores were significantly correlated with those of the HVLT-R and BACS. Test–retest reliability of the CVLT-II was acceptable, and no significant practice effect was observed when the alternate form was used. There was no consistent relationship between mood symptoms and performance on the CVLT-II.ConclusionThese results suggest the CVLT-II Japanese version is able to discriminate between bipolar

Verbal Memory Impairment in Patients with Subsyndromal Bipolar Disorder.

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Sumiyoshi, Tomiki; Toyomaki, Atsuhito; Kawano, Naoko; Kitajima, Tomoko; Kusumi, Ichiro; Ozaki, Norio; Iwata, Nakao; Sueyoshi, Kazuki; Nakagome, Kazuyuki

2017-01-01

Several domains of cognitive function, including learning memory and executive function, are impaired in mood disorders. Also, the relationship between disturbances of these two cognitive domains has been suggested. In line with the recent initiative to establish a standard measure of cognitive decline in bipolar disorder, the present study was conducted to (1) test the criterion-related validity and test-retest reliability of the California Verbal Learning Test (CVLT)-II Japanese version, and (2) determine if type of word learning tasks (i.e., with or without a category structure) affects severity of verbal memory deficits in patients with subsyndromal bipolar disorder. Thirty-six patients with bipolar disorder with mild symptoms and 42 healthy volunteers participated in the study. We first compared effect sizes for memory deficits in patients among the CVLT-II, Brief Assessment of Cognition in Schizophrenia (BACS), and Hopkins Verbal Memory Tests-Revised (HVLT-R). We next evaluated the correlations between scores of the CVLT-II vs. those of the BACS and HVLT-R. Bipolar patients were re-assessed with the same (standard) or alternate forms of the CVLT-II and HVLT-R 1 month later. Scores on the CVLT-II 1-5 Free Recall and Long-delay Free Recall, as well as the HVLT-R Immediate Recall, but not the BACS List Learning were significantly lower for patients compared to control subjects. The effect sizes for cognitive decline due to the illness were comparable when measured by the CVLT-II and HVLT-R, ranging from 0.5 to 0.6. CVLT-II scores were significantly correlated with those of the HVLT-R and BACS. Test-retest reliability of the CVLT-II was acceptable, and no significant practice effect was observed when the alternate form was used. There was no consistent relationship between mood symptoms and performance on the CVLT-II. These results suggest the CVLT-II Japanese version is able to discriminate between bipolar disorder patients and healthy controls with good

Verbal behavior

OpenAIRE

Michael, Jack

1984-01-01

The recent history and current status of the area of verbal behavior are considered in terms of three major thematic lines: the operant conditioning of adult verbal behavior, learning to be an effective speaker and listener, and developments directly related to Skinner's Verbal Behavior. Other topics not directly related to the main themes are also considered: the work of Kurt Salzinger, ape-language research, and human operant research related to rule-governed behavior.

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

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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.

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

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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.

Longitudinal study of symptom severity and language in minimally verbal children with autism.

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Thurm, Audrey; Manwaring, Stacy S; Swineford, Lauren; Farmer, Cristan

2015-01-01

A significant minority of children with autism spectrum disorder (ASD) are considered 'minimally verbal' due to language development stagnating at a few words. Recent developments allow for the severity of ASD symptoms to be examined using Autism Diagnostic Observation Schedule (ADOS) Social Affect (SA) and Restricted and Repetitive Behaviors (RRB) domain severity scores. The aim of the current study was to explore language outcomes in a cohort of minimally verbal children with autism evaluated through the preschool years and determine if and how ASD symptom severity in core domains predicts the development of spoken language by age 5. The sample consisted of 70 children with autism aged 1-5 years at the first evaluation who were examined at least 1 year later, during their fifth year of age. The ADOS overall level of language item was used to categorize children as minimally verbal or having phrase speech, and the Mullen Scales of Early Learning was used as a continuous measure of expressive language. At Time 1, 65% (n = 47) of children in the sample were minimally verbal and by Time 2, 36% (n = 17 of 47) of them had developed phrase speech. While the Time 1 ADOS calibrated severity scores did not predict whether or not a child remained minimally verbal at Time 2, change in the SA calibrated severity score (but not RRB) was predictive of the continuous measure of expressive language. However, change in SA severity no longer predicted continuous expressive language when nonverbal cognitive ability was added to the model. Findings indicate that the severity of SA symptoms has some relationship with continuous language outcome, but not categorical. However, the omnipresent influence of nonverbal cognitive ability was confirmed in the current study, as the addition of it to the model rendered null the predictive utility of SA severity. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.

Birth order, family configuration, and verbal achievement.

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Breland, H M

1974-12-01

Two samples of National Merit Scholarship participants test in 1962 and the entire population of almost 800,000 participants tested in 1965 were examined. Consistent effects in all 3 groups were observed with respect to both birth order and family size (1st born and those of smaller families scored higher). Control of both socioeconomic variables and maternal age, by analysis of variance as well as by analysis of covariance, failed to alter the relationships. Stepdown analyses suggested that the effects were due to a verbal component and that no differences were attributable to nonverbal factors. Mean test scores were computed for detailed sibship configurations based on birth order, family size, sibling spacing, and sibling sex.

Verbal lie detection

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Vrij, Aldert; Taylor, Paul J.; Picornell, Isabel; Oxburgh, Gavin; Myklebust, Trond; Grant, Tim; Milne, Rebecca

2015-01-01

In this chapter, we discuss verbal lie detection and will argue that speech content can be revealing about deception. Starting with a section discussing the, in our view, myth that non-verbal behaviour would be more revealing about deception than speech, we then provide an overview of verbal lie

Sex differences in the association between gray matter volume and verbal creativity.

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Shi, Baoguo; Xu, Li; Chen, Qunlin; Qiu, Jiang

2017-08-02

The explanation for why significant sex differences are found in creativity has become an increasingly important topic. The current study applied a cognitive neuroscience perspective and voxel-based morphometry to investigate the sex differences for the association between verbal creativity and gray matter volume (GMV) in a large sample of healthy adults from the Chinese Mainland (163 men and 193 women). Furthermore, we sought to determine which brain regions are responsible for these differences. Our behavioral results showed a significant sex difference. Specifically, women scored higher than men on originality. The voxel-based morphometry results indicated that the relationship between originality and GMV differed between men and women in the left temporo-occipital junction. Higher originality scores in women were associated with more GMV. In contrast, higher originality scores in men were related to less GMV. These findings suggest the left temporo-occipital junction GMV plays a unique role in the sex differences in verbal creativity because women usually surpass men in semantic processing, which is the major function of the left temporal region.

Factors Influencing Verbal Intelligence and Spoken Language in Children with Phenylketonuria.

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Soleymani, Zahra; Keramati, Nasrin; Rohani, Farzaneh; Jalaei, Shohre

2015-05-01

To determine verbal intelligence and spoken language of children with phenylketonuria and to study the effect of age at diagnosis and phenylalanine plasma level on these abilities. Cross-sectional. Children with phenylketonuria were recruited from pediatric hospitals in 2012. Normal control subjects were recruited from kindergartens in Tehran. 30 phenylketonuria and 42 control subjects aged 4-6.5 years. Skills were compared between 3 phenylketonuria groups categorized by age at diagnosis/treatment, and between the phenylketonuria and control groups. Scores on Wechsler Preschool and Primary Scale of Intelligence for verbal and total intelligence, and Test of Language Development-Primary, third edition for spoken language, listening, speaking, semantics, syntax, and organization. The performance of control subjects was significantly better than that of early-treated subjects for all composite quotients from Test of Language Development and verbal intelligence (Pphenylketonuria subjects.

Original article Stability of WISC-R scores in students with borderline intellectual functioning

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Anna Maria Jankowska

2014-05-01

Full Text Available BACKGROUND Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary. PARTICIPANTS AND PROCEDURE The aim of the research was to analyze changes in WISC-R scores over time in students with borderline intellectual functioning. Test-retest stability of WISC-R was evaluated for Full, Verbal (VIQ, and Performance (PIQ scales. The study involved 30 students, who were tested three times, when their mean age was 8, 10.8, and 13.6 years old. RESULTS The results showed that Full Scale IQ was fairly stable over time and remained below the average level, between –1.01 and –2.00 standard deviations. Significant changes were observed in the Verbal and Performance scale; VIQ decreased and PIQ increased over time. An initially insignificant statistical difference between the scales grew as time progressed. Furthermore, considerable subtest score fluctuation was observed; over time scores in the Vocabulary subtest significantly decreased whereas in Block Design and Picture Arrangement they increased. CONCLUSIONS The authors argue that delayed acquisition of verbal skills may result from chronic school failure and deficiency of educational support experienced by this group of students. Meanwhile, non-verbal skills, that are less dependent on educational influences and academic knowledge, improve with students’ development through their engagement in everyday life activities.

Verbal and visual memory improve after choline supplementation in long-term total parenteral nutrition: a pilot study.

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Buchman, A L; Sohel, M; Brown, M; Jenden, D J; Ahn, C; Roch, M; Brawley, T L

2001-01-01

Previous investigations have demonstrated that choline deficiency, manifested in low plasma-free choline concentration and hepatic injury, may develop in patients who require long-term total parenteral nutrition (TPN). Preliminary studies have suggested lecithin or choline supplementation might lead to improved visual memory in the elderly and reverse abnormal neuropsychological development in children. We sought to determine if choline-supplemented TPN would lead to improvement in neuropsychological test scores in a group of adult, choline-deficient outpatients receiving TPN. Eleven subjects (8 males, 3 females) who received nightly TPN for more than 80% of their nutritional needs for at least 12 weeks before entry in the study were enrolled. Exclusion criteria included active drug abuse, mental retardation, cerebral vascular accident, head trauma, hemodialysis or peritoneal dialysis, (prothrombin time [PT] >2x control), or acquired immune deficiency syndrome (AIDS). Patients were randomly assigned to receive their usual TPN regimen (n = 6, aged 34.0 +/- 12.6 years) over a 12-hour nightly infusion or their usual TPN regimen plus choline chloride (2 g) (n = 5, aged 37.3 +/- 7.3 years). The following neuropsychological tests were administered at baseline and after 24 weeks of choline supplementation (or placebo): Weschler Adult Intelligence Scale-Revised (WAIS-R, intellectual functioning), Weschler Memory Scale-Revised (WMS-R, two subtests, verbal and visual memory), Rey-Osterrieth Complex Figure Test (visuospatial functioning and perceptual organization), Controlled Oral Word Association Test (verbal fluency), Grooved Pegboard (manual dexterity and motor speed), California Verbal Learning Test (CVLT, rote verbal learning ability), and Trail Making Parts A & B (visual scanning, psychomotor speed and set shifting). Scores were reported in terms of standard scores including z scores and percentile ranks. Mean absolute changes in raw scores were compared between groups

Dissociation of neural correlates of verbal and non-verbal visual working memory with different delays

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Endestad Tor

2007-10-01

Full Text Available Abstract Background Dorsolateral prefrontal cortex (DLPFC, posterior parietal cortex, and regions in the occipital cortex have been identified as neural sites for visual working memory (WM. The exact involvement of the DLPFC in verbal and non-verbal working memory processes, and how these processes depend on the time-span for retention, remains disputed. Methods We used functional MRI to explore the neural correlates of the delayed discrimination of Gabor stimuli differing in orientation. Twelve subjects were instructed to code the relative orientation either verbally or non-verbally with memory delays of short (2 s or long (8 s duration. Results Blood-oxygen level dependent (BOLD 3-Tesla fMRI revealed significantly more activity for the short verbal condition compared to the short non-verbal condition in bilateral superior temporal gyrus, insula and supramarginal gyrus. Activity in the long verbal condition was greater than in the long non-verbal condition in left language-associated areas (STG and bilateral posterior parietal areas, including precuneus. Interestingly, right DLPFC and bilateral superior frontal gyrus was more active in the non-verbal long delay condition than in the long verbal condition. Conclusion The results point to a dissociation between the cortical sites involved in verbal and non-verbal WM for long and short delays. Right DLPFC seems to be engaged in non-verbal WM tasks especially for long delays. Furthermore, the results indicate that even slightly different memory maintenance intervals engage largely differing networks and that this novel finding may explain differing results in previous verbal/non-verbal WM studies.

Sexual-orientation-related differences in verbal fluency.

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Rahman, Qazi; Abrahams, Sharon; Wilson, Glenn D

2003-04-01

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

Evaluation of Auditory Verbal Memory and Learning Performance of 18-30 Year Old Persian-Speaking Healthy Women

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Reyhane Toufan

2012-10-01

Full Text Available Background and Aim: Auditory memory plays an important role in developing language skills and learning. The aim of the present study was to assess auditory verbal memory and learning performanceof 18-30 year old healthy adults using the Persian version of the Rey Auditory-Verbal Learning Test(RAVLT.Methods: This descriptive, cross-sectional study was coducted on seventy 18-30 year old healthy females with the mean age of 23.2 years and a standard deviation (SD of 2.4 years. Different aspectsof memory, like immediate recall, delayed recall, recognition, forgetting rate, interference and learning, were assessed using the Persian version of RAVLT.Results: Mean score increased from 8.94 (SD=1.91 on the first trial to 13.70 (SD=1.18 on the fifth trial. Total learning mean score was 12.19 (SD=1.08, and mean learning rate was 4.76. Mean scoresof the participants on the delayed recall and recognition trials were 13.47 (SD=1.2, and 14.72(SD=0.53, respectively. The proactive and retroactive interference scores were 0.86 and 0.96,respectively. The forgetting rate score was 1.01 and the retrieval score was 0.90.Conclusion: The auditory-verbal memory and learning performance of healthy Persian-speaking females was similar to the performance of the same population in other countries. Therefore, the Persian version of RAVLT is valid for assessment of memory function in the Persian-speaking female population.

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

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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…

Maternal postpartum depressive symptoms predict delay in non-verbal communication in 14-month-old infants.

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Kawai, Emiko; Takagai, Shu; Takei, Nori; Itoh, Hiroaki; Kanayama, Naohiro; Tsuchiya, Kenji J

2017-02-01

We investigated the potential relationship between maternal depressive symptoms during the postpartum period and non-verbal communication skills of infants at 14 months of age in a birth cohort study of 951 infants and assessed what factors may influence this association. Maternal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale, and non-verbal communication skills were measured using the MacArthur-Bates Communicative Development Inventories, which include Early Gestures and Later Gestures domains. Infants whose mothers had a high level of depressive symptoms (13+ points) during both the first month postpartum and at 10 weeks were approximately 0.5 standard deviations below normal in Early Gestures scores and 0.5-0.7 standard deviations below normal in Later Gestures scores. These associations were independent of potential explanations, such as maternal depression/anxiety prior to birth, breastfeeding practices, and recent depressive symptoms among mothers. These findings indicate that infants whose mothers have postpartum depressive symptoms may be at increased risk of experiencing delay in non-verbal development. Copyright © 2016 Elsevier Inc. All rights reserved.

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

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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.

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

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Per Normann Andersen

Full Text Available 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.

Measures of digit span and verbal rehearsal speed in deaf children after more than 10 years of cochlear implantation.

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Pisoni, David B; Kronenberger, William G; Roman, Adrienne S; Geers, Ann E

2011-02-01

Conventional assessments of outcomes in deaf children with cochlear implants (CIs) have focused primarily on endpoint or product measures of speech and language. Little attention has been devoted to understanding the basic underlying core neurocognitive factors involved in the development and processing of speech and language. In this study, we examined the development of factors related to the quality of phonological information in immediate verbal memory, including immediate memory capacity and verbal rehearsal speed, in a sample of deaf children after >10 yrs of CI use and assessed the correlations between these two process measures and a set of speech and language outcomes. Of an initial sample of 180 prelingually deaf children with CIs assessed at ages 8 to 9 yrs after 3 to 7 yrs of CI use, 112 returned for testing again in adolescence after 10 more years of CI experience. In addition to completing a battery of conventional speech and language outcome measures, subjects were administered the Wechsler Intelligence Scale for Children-III Digit Span subtest to measure immediate verbal memory capacity. Sentence durations obtained from the McGarr speech intelligibility test were used as a measure of verbal rehearsal speed. Relative to norms for normal-hearing children, Digit Span scores were well below average for children with CIs at both elementary and high school ages. Improvement was observed over the 8-yr period in the mean longest digit span forward score but not in the mean longest digit span backward score. Longest digit span forward scores at ages 8 to 9 yrs were significantly correlated with all speech and language outcomes in adolescence, but backward digit spans correlated significantly only with measures of higher-order language functioning over that time period. While verbal rehearsal speed increased for almost all subjects between elementary grades and high school, it was still slower than the rehearsal speed obtained from a control group of normal

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

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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

Impact of verbal, braille text, and tactile oral hygiene awareness instructions on oral health status of visually impaired children

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P Brahmanna Chowdary

2016-01-01

Full Text Available Background: Visually impaired children face limitations in interacting with the environment, as they cannot see the facial expression of parents, teachers and cannot perceive social behavior. These children are challenged every day in learning basic life skills and maintenance of oral hygiene being one among them. Aim: To evaluate the impact of verbal, braille text, and tactile oral hygiene awareness instructions on oral health status of visually impaired children. Materials and Methods: One hundred and twenty institutionalized visually impaired children aged 6-16 years were selected and divided into three groups (40 children each. Group I: Verbal and tactile, Group II: Verbal and braille, Group III: Verbal, braille, and tactile. Instructions regarding maintenance of good oral hygiene and brushing technique were explained to all the children, and oral health status of these children using plaque index (Silness and Loe and gingival index (Loe and Silness was evaluated at 1, 3, and 6 months interval. Statistical Analysis: ANOVA test was used to analyze the intra- and inter-group comparisons and Tukey post-hoc test for multiple group comparisons. Results: Children in all the groups showed reduction in plaque and gingival scores. There was the highest percentage of reduction in plaque scores in Group III (70.6%, and the decrease in gingival scores was the highest in Group II (84%. Conclusion: Severity of dental plaque and gingivitis in visually impaired individuals can be reduced by a controlled and supervised educational program. The combination of all three, i.e., verbal, braille, and tactile mode of oral health educational aids proved to be effective.

Impact of verbal, Braille text, and tactile oral hygiene awareness instructions on oral health status of visually impaired children.

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Chowdary, P Brahmanna; Uloopi, K S; Vinay, C; Rao, V Veerabhadra; Rayala, Chandrasekhar

2016-01-01

Visually impaired children face limitations in interacting with the environment, as they cannot see the facial expression of parents, teachers and cannot perceive social behavior. These children are challenged every day in learning basic life skills and maintenance of oral hygiene being one among them. To evaluate the impact of verbal, braille text, and tactile oral hygiene awareness instructions on oral health status of visually impaired children. One hundred and twenty institutionalized visually impaired children aged 6-16 years were selected and divided into three groups (40 children each). Group I: Verbal and tactile, Group II: Verbal and braille, Group III: Verbal, braille, and tactile. Instructions regarding maintenance of good oral hygiene and brushing technique were explained to all the children, and oral health status of these children using plaque index (Silness and Loe) and gingival index (Loe and Silness) was evaluated at 1, 3, and 6 months interval. ANOVA test was used to analyze the intra- and inter-group comparisons and Tukey post-hoc test for multiple group comparisons. Children in all the groups showed reduction in plaque and gingival scores. There was the highest percentage of reduction in plaque scores in Group III (70.6%), and the decrease in gingival scores was the highest in Group II (84%). Severity of dental plaque and gingivitis in visually impaired individuals can be reduced by a controlled and supervised educational program. The combination of all three, i.e., verbal, braille, and tactile mode of oral health educational aids proved to be effective.

The role of interaction of verbal and non-verbal means of communication in different types of discourse

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Orlova M. А.

2010-01-01

Communication relies on verbal and non-verbal interaction. To be most effective, group members need to improve verbal and non-verbal communication. Non-verbal communication fulfills functions within groups that are sometimes difficult to communicate verbally. But interpreting non-verbal messages requires a great deal of skill because multiple meanings abound in these messages.

Validity and Reliability of the Verbal Numerical Rating Scale for Children Aged 4 to 17 Years With Acute Pain.

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Tsze, Daniel S; von Baeyer, Carl L; Pahalyants, Vartan; Dayan, Peter S

2018-06-01

The Verbal Numerical Rating Scale is the most commonly used self-report measure of pain intensity. It is unclear how the validity and reliability of the scale scores vary across children's ages. We aimed to determine the validity and reliability of the scale for children presenting to the emergency department across a comprehensive spectrum of age. This was a cross-sectional study of children aged 4 to 17 years. Children self-reported their pain intensity, using the Verbal Numerical Rating Scale and Faces Pain Scale-Revised at 2 serial assessments. We evaluated convergent validity (strong validity defined as correlation coefficient ≥0.60), agreement (difference between concurrent Verbal Numerical Rating Scale and Faces Pain Scale-Revised scores), known-groups validity (difference in score between children with painful versus nonpainful conditions), responsivity (decrease in score after analgesic administration), and reliability (test-retest at 2 serial assessments) in the total sample and subgroups based on age. We enrolled 760 children; 27 did not understand the Verbal Numerical Rating Scale and were removed. Of the remainder, Pearson correlations were strong to very strong (0.62 to 0.96) in all years of age except 4 and 5 years, and agreement was strong for children aged 8 and older. Known-groups validity and responsivity were strong in all years of age. Reliability was strong in all age subgroups, including each year of age from 4 to 7 years. Convergent validity, known-groups validity, responsivity, and reliability of the Verbal Numerical Rating Scale were strong for children aged 6 to 17 years. Convergent validity was not strong for children aged 4 and 5 years. Our findings support the use of the Verbal Numerical Rating Scale for most children aged 6 years and older, but not for those aged 4 and 5 years. Copyright © 2017 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

Liar, liar, working memory on fire: Investigating the role of working memory in childhood verbal deception.

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Alloway, Tracy Packiam; McCallum, Fiona; Alloway, Ross G; Hoicka, Elena

2015-09-01

The aim of the current study was to investigate the role of working memory in verbal deception in children. We presented 6- and 7-year-olds with a temptation resistance paradigm; they played a trivia game and were then given an opportunity to peek at the final answers on the back of a card. Measures of both verbal and visuospatial working memory were included. The good liars performed better on the verbal working memory test in both processing and recall compared with the bad liars. However, there was no difference in visuospatial working scores between good liars and bad liars. This pattern suggests that verbal working memory plays a role in processing and manipulating the multiple pieces of information involved in lie-telling. Copyright © 2015 Elsevier Inc. All rights reserved.

Autonomy of image and use of single or multiple sense modalities in original verbal image production.

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Khatena, J

1978-06-01

The use of a single or of multiple sense modalities in the production of original verbal images as related to autonomy of imagery was explored. 72 college adults were administered Onomatopoeia and Images and the Gordon Test of Visual Imagery Control. A modified scoring procedure for the Gordon scale differentiated imagers who were moderate or low in autonomy. The two groups produced original verbal images using multiple sense modalities more frequently than a single modality.

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

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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.

Verbal Reports as Data.

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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)

The Relation of Student Engagement and Other Admission Metrics to Master of Accounting Student Performance

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Buckless, Frank; Krawczyk, Kathy

2016-01-01

This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested…

The Effects of Verbal and Non-Verbal Features on the Reception of DRTV Commercials

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Smiljana Komar

2016-12-01

Full Text Available Analyses of consumer response are important for successful advertising as they help advertisers to find new, original and successful ways of persuasion. Successful advertisements have to boost the product’s benefits but they also have to appeal to consumers’ emotions. In TV advertisements, this is done by means of verbal and non-verbal strategies. The paper presents the results of an empirical investigation whose purpose was to examine the viewers’ emotional responses to a DRTV commercial induced by different verbal and non-verbal features, the amount of credibility and persuasiveness of the commercial and its general acceptability. Our findings indicate that (1 an overload of the same verbal and non-verbal information decreases persuasion; and (2 highly marked prosodic delivery is either exaggerated or funny, while the speaker is perceived as annoying.

Deaf children’s non-verbal working memory is impacted by their language experience

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Chloe eMarshall

2015-05-01

Full Text Available Recent studies suggest that deaf children perform more poorly on working memory tasks compared to hearing children, but do not say whether this poorer performance arises directly from deafness itself or from deaf children’s reduced language exposure. The issue remains unresolved because findings come from (1 tasks that are verbal as opposed to non-verbal, and (2 involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities. A more direct test of how the type and quality of language exposure impacts working memory is to use measures of non-verbal working memory (NVWM and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6-11 years: hearing children (n=27, deaf native users of British Sign Language (BSL; n=7, and deaf children non native signers (n=19. We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and if language tasks predicted scores on NVWM tasks. For the two NVWM tasks, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another. Multiple regression analysis revealed that the vocabulary measure predicted scores on NVWM tasks. Our results suggest that whatever the language modality – spoken or signed – rich language experience from birth, and the good language skills that result from this early age of aacquisition, play a critical role in the development of NVWM and in performance on NVWM

Phonemic verbal fluency and severity of anxiety disorders in young children

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Rudineia Toazza

Full Text Available Abstract Introduction: Previous studies have implicated impaired verbal fluency as being associated with anxiety disorders in adolescents. Objectives: To replicate and extend previously reported evidence by investigating whether performance in phonemic verbal fluency tasks is related to severity of anxiety symptoms in young children with anxiety disorders. We also aim to investigate whether putative associations are independent from co-occurring attention deficit hyperactivity disorder (ADHD symptoms. Methods: Sixty children (6-12 years old with primary diagnoses of anxiety disorders participated in this study. Severity of symptoms was measured using clinician-based, parent-rated and self-rated validated scales. Verbal fluency was assessed using a simple task that measures the number of words evoked in 1-minute with the letter F, from which we quantified the number of isolated words, number of clusters (groups of similar words and number of switches (transitions between clusters and/or between isolated words. Results: There was a significant association between the number of clusters and anxiety scores. Further analysis revealed associations were independent from co-occurring ADHD symptoms. Conclusion: We replicate and extend previous findings showing that verbal fluency is consistently associated with severity in anxiety disorders in children. Further studies should explore the potential effect of cognitive training on symptoms of anxiety disorders.

Is semantic verbal fluency impairment explained by executive function deficits in schizophrenia?

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Arthur A. Berberian

2016-01-01

Full Text Available Objective: To investigate if verbal fluency impairment in schizophrenia reflects executive function deficits or results from degraded semantic store or inefficient search and retrieval strategies. Method: Two groups were compared: 141 individuals with schizophrenia and 119 healthy age and education-matched controls. Both groups performed semantic and phonetic verbal fluency tasks. Performance was evaluated using three scores, based on 1 number of words generated; 2 number of clustered/related words; and 3 switching score. A fourth performance score based on the number of clusters was also measured. Results: SZ individuals produced fewer words than controls. After controlling for the total number of words produced, a difference was observed between the groups in the number of cluster-related words generated in the semantic task. In both groups, the number of words generated in the semantic task was higher than that generated in the phonemic task, although a significant group vs. fluency type interaction showed that subjects with schizophrenia had disproportionate semantic fluency impairment. Working memory was positively associated with increased production of words within clusters and inversely correlated with switching. Conclusion: Semantic fluency impairment may be attributed to an inability (resulting from reduced cognitive control to distinguish target signal from competing noise and to maintain cues for production of memory probes.

Verbal and Non-Verbal Communication and Coordination in Mission Control

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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.

Motor system contributions to verbal and non-verbal working memory

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Diana A Liao

2014-09-01

Full Text Available 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 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. 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.

Verbal learning and memory impairments in posttraumatic stress disorder: the role of encoding strategies.

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Johnsen, Grethe E; Asbjørnsen, Arve E

2009-01-30

The present study examined mechanisms underlying verbal memory impairments in patients with posttraumatic stress disorder (PTSD). Earlier studies have reported that the verbal learning and memory alterations in PTSD are related to impaired encoding, but the use of encoding and organizational strategies in patients with PTSD has not been fully explored. This study examined organizational strategies in 21 refugees/immigrants exposed to war and political violence who fulfilled DSM-IV criteria for chronic PTSD compared with a control sample of 21 refugees/immigrants with similar exposure, but without PTSD. The California Verbal Learning Test was administered to examine differences in organizational strategies and memory. The semantic clustering score was slightly reduced in both groups, but the serial cluster score was significantly impaired in the PTSD group and they also reported more items from the recency region of the list. In addition, intrusive errors were significantly increased in the PTSD group. The data support an assumption of changed memory strategies in patients with PTSD associated with a specific impairment in executive control. However, memory impairment and the use of ineffective learning strategies may not be related to PTSD symptomatology only, but also to self-reported symptoms of depression and general distress.

Influence of hearing age and understanding verbal instructions in children with cochlear implants

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Đoković Sanja

2013-01-01

Full Text Available Hearing age is defined as a period of using any amplification. Most researches indicate that hearing age influences the developmental rate of auditory and speech-language abilities in deaf children, especially when cochlear implantation was performed before the age of three. This research is aimed at analyzing the influence of hearing age on understanding verbal instructions in children with cochlear implants. The sample consists of 23 children with cochlear implants and 21 children with normal hearing, aged between 4 and 10. Hearing age of children with cochlear implants was between 2 and 7 years. Token Test with toys, adapted for children with hearing impairments, was used to analyze understanding verbal instructions. The results indicate that there are statistically significant differences between children with cochlear implants and children with normal hearing, aged between 4 and 7, on all subtests and the total score regardless of the hearing age (sub1 p<0.001, sub2 p<0.000, sub3 p<0.001, total score p<0.000. No statistically significant differences were determined on any of the subtests in children aged between 7.1 and 10, regardless of the hearing age. Comparative results analysis within the experimental group of children with different hearing age indicates that the difference in understanding verbal instructions between these two groups is not statistically significant.

Use of Verbal Descriptors, Thermal Scores and Electrical Pulp Testing Scores as Predictors of Tooth Pain Before and After Application of Benzocaine Gels into Cavities of Teeth with Pulpitis

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Gangarosa, Louis P.; Ciarlone, Alfred E.; Neaverth, Elmer J.; Johnston, Carey A.; Snowden, J. Douglas; Thompson, William O.

1989-01-01

A double-blind pilot study was conducted on 27 consenting human volunteers who had irreversible pulpitis associated with persistent toothache pain from open carious lesions. Formulations tested contained either 0, 10%, or 20% benzocaine and were identified only by a numbered code. Before the experiment started, a small amount of a known 5% benzocaine gel was placed for 1 minute on the tongue of each patient to assure a sensation of numbness within the oral cavity. Then the test tooth was washed with a gentle stream of warm water and dried with gauze. A randomly selected test medication was placed into the open cavity and around the gingival margins for 5 minutes. Pre- and posttreatment tests were conducted at the following timed intervals: 0, 5, 15, 30, 45, 60, 75 and 90 minutes. The tests included degree of pain (rated: 0 = none, 1 = mild, 2 = moderate, 3 = severe); electrical pulp testing (EPT) by a modified, voltage-ramping instrument; and ice water testing (0.5 mL directed quickly onto sound enamel of the tooth and rated: 0 to 4, with 4 being intolerable). After testing, or when pain returned to baseline, endodontic procedures were performed. There was a significant increase (p pulpitis and control teeth, 3) there were no correlations between direction of EPT scores and pain relief, 4) cold water testing was a good predictor of whether or not a tooth had pulpitis, and 5) changes in cold water testing scores after treatment could not be correlated to relief of pain according to verbal descriptors. The effectiveness of benzocaine in relieving toothache pain verifies previous studies; however, a difference between 10% and 20% benzocaine could not be demonstrated probably because of two factors: 1) the present experiment had a small sample size, and 2) there was no direct measurement of duration of local anesthesia. PMID:2490060

On Verbal Competence

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Zhongxin Dai

2014-04-01

Full Text Available This paper explored a new concept, verbal competence, to present a challenge to Chomsky’s linguistic competence and Hymes’ communicative competence. It is generally acknowledged that Chomsky concerned himself only with the syntactic/grammatical structures, and viewed the speaker’s generation and transformation of syntactic structures as the production of language. Hymes challenged Chomsky’s conception of linguistic competence and argued for an ethnographic or sociolinguistic concept, communicative competence, but his concept is too broad to be adequately grasped and followed in such fields as linguistics and second language acquisition. Communicative competence can include abilities to communicate with nonverbal behaviors, e.g. gestures, postures or even silence. The concept of verbal competence concerns itself with the mental and psychological processes of verbal production in communication. These processes originate from the speaker’s personal experience, in a certain situation of human communication, and with the sudden appearance of the intentional notion, shape up as the meaning images and end up in the verbal expression.

The Contribution of Verbal Working Memory to Deaf Children’s Oral and Written Production

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Arfé, Barbara; Rossi, Cristina; Sicoli, Silvia

2015-01-01

This study investigated the contribution of verbal working memory to the oral and written story production of deaf children. Participants were 29 severely to profoundly deaf children aged 8–13 years and 29 hearing controls, matched for grade level. The children narrated a picture story orally and in writing and performed a reading comprehension test, the Wechsler Intelligence Scale for Children-Fourth Edition forward digit span task, and a reading span task. Oral and written stories were analyzed at the microstructural (i.e., clause) and macrostructural (discourse) levels. Hearing children’s stories scored higher than deaf children’s at both levels. Verbal working memory skills contributed to deaf children’s oral and written production over and above age and reading comprehension skills. Verbal rehearsal skills (forward digit span) contributed significantly to deaf children’s ability to organize oral and written stories at the microstructural level; they also accounted for unique variance at the macrostructural level in writing. Written story production appeared to involve greater verbal working memory resources than oral story production. PMID:25802319

Physical growth and non-verbal intelligence: Associations in Zambia

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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

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

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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.

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

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Raphaël Fargier

Full Text Available 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.

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

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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).

A randomized control trial comparing the visual and verbal communication methods for reducing fear and anxiety during tooth extraction.

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Gazal, Giath; Tola, Ahmed W; Fareed, Wamiq M; Alnazzawi, Ahmad A; Zafar, Muhammad S

2016-04-01

To evaluate the value of using the visual information for reducing the level of dental fear and anxiety in patients undergoing teeth extraction under LA. A total of 64 patients were indiscriminately allotted to solitary of the study groups following reading the information sheet and signing the formal consent. If patient was in the control group, only verbal information and routine warnings were provided. If patient was in the study group, tooth extraction video was showed. The level of dental fear and anxiety was detailed by the patients on customary 100 mm visual analog scales (VAS), with "no dental fear and anxiety" (0 mm) and "severe dental distress and unease" (100 mm). Evaluation of dental apprehension and fretfulness was made pre-operatively, following visual/verbal information and post-extraction. There was a substantial variance among the mean dental fear and anxiety scores for both groups post-extraction (p-value < 0.05). Patients in tooth extraction video group were more comfortable after dental extraction than verbal information and routine warning group. For tooth extraction video group there were major decreases in dental distress and anxiety scores between the pre-operative and either post video information scores or postoperative scores (p-values < 0.05). Younger patients recorded higher dental fear and anxiety scores than older ones (P < 0.05). Dental fear and anxiety associated with dental extractions under local anesthesia can be reduced by showing a tooth extraction video to the patients preoperatively.

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

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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.

Frontal Phonological Agraphia and Acalculia with Impaired Verbal Short-Term Memory due to Left Inferior Precentral Gyrus Lesion.

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Sakurai, Yasuhisa; Furukawa, Emi; Kurihara, Masanori; Sugimoto, Izumi

2018-01-01

We report a patient with phonological agraphia (selective impairment of kana [Japanese phonetic writing] nonwords) and acalculia (mental arithmetic difficulties) with impaired verbal short-term memory after a cerebral hemorrhage in the opercular part of the left precentral gyrus (Brodmann area 6) and the adjacent postcentral gyrus. The patient showed phonemic paragraphia in five-character kana nonword writing, minimal acalculia, and reduced digit and letter span. Mental arithmetic normalized after 8 months and agraphia recovered to the normal range at 1 year after onset, in parallel with an improvement of the auditory letter span score from 4 to 6 over a period of 14 months and in the digit span score from 6 to 7 over 24 months. These results suggest a close relationship between the recovery of agraphia and acalculia and the improvement of verbal short-term memory. The present case also suggests that the opercular part of the precentral gyrus constitutes the phonological route in writing that conveys phonological information of syllable sequences, and its damage causes phonological agraphia and acalculia with reduced verbal short-term memory.

Frontal Phonological Agraphia and Acalculia with Impaired Verbal Short-Term Memory due to Left Inferior Precentral Gyrus Lesion

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Yasuhisa Sakurai

2018-03-01

Full Text Available We report a patient with phonological agraphia (selective impairment of kana [Japanese phonetic writing] nonwords and acalculia (mental arithmetic difficulties with impaired verbal short-term memory after a cerebral hemorrhage in the opercular part of the left precentral gyrus (Brodmann area 6 and the adjacent postcentral gyrus. The patient showed phonemic paragraphia in five-character kana nonword writing, minimal acalculia, and reduced digit and letter span. Mental arithmetic normalized after 8 months and agraphia recovered to the normal range at 1 year after onset, in parallel with an improvement of the auditory letter span score from 4 to 6 over a period of 14 months and in the digit span score from 6 to 7 over 24 months. These results suggest a close relationship between the recovery of agraphia and acalculia and the improvement of verbal short-term memory. The present case also suggests that the opercular part of the precentral gyrus constitutes the phonological route in writing that conveys phonological information of syllable sequences, and its damage causes phonological agraphia and acalculia with reduced verbal short-term memory.

Effects of literacy on semantic verbal fluency in an immigrant population

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Nielsen, T. Rune; Waldemar, Gunhild

2016-01-01

OBJECTIVE: A significant impact of limited schooling and illiteracy has been found on numerous neuropsychological tests, which may partly be due to the ecological relevance of the tests in the context of illiteracy. The aims of this study were to compare the performance of illiterate and literate...... and acculturation score did not affect this interaction effect. CONCLUSIONS: Overall, our results are in line with previous studies comparing semantic fluency in illiterate and literate individuals. The results lend further support to the strong associations between literacy, semantic verbal fluency performance...... immigrants on two semantic criteria for the verbal fluency test, and examine the influence of acculturation on test performances. METHOD: Performances of 20 cognitively unimpaired illiterate and 21 literate Turkish immigrants aged ≥50 years were compared on an animal and supermarket criterion...

Compensation or inhibitory failure? Testing hypotheses of age-related right frontal lobe involvement in verbal memory ability using structural and diffusion MRI

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Cox, Simon R.; Bastin, Mark E.; Ferguson, Karen J.; Allerhand, Mike; Royle, Natalie A.; Maniega, Susanna Muñoz; Starr, John M.; MacLullich, Alasdair M.J.; Wardlaw, Joanna M.; Deary, Ian J.; MacPherson, Sarah E.

2015-01-01

Functional neuroimaging studies report increased right prefrontal cortex (PFC) involvement during verbal memory tasks amongst low-scoring older individuals, compared to younger controls and their higher-scoring contemporaries. Some propose that this reflects inefficient use of neural resources through failure of the left PFC to inhibit non-task-related right PFC activity, via the anterior corpus callosum (CC). For others, it indicates partial compensation – that is, the right PFC cannot completely supplement the failing neural network, but contributes positively to performance. We propose that combining structural and diffusion brain MRI can be used to test predictions from these theories which have arisen from fMRI studies. We test these hypotheses in immediate and delayed verbal memory ability amongst 90 healthy older adults of mean age 73 years. Right hippocampus and left dorsolateral prefrontal cortex (DLPFC) volumes, and fractional anisotropy (FA) in the splenium made unique contributions to verbal memory ability in the whole group. There was no significant effect of anterior callosal white matter integrity on performance. Rather, segmented linear regression indicated that right DLPFC volume was a significantly stronger positive predictor of verbal memory for lower-scorers than higher-scorers, supporting a compensatory explanation for the differential involvement of the right frontal lobe in verbal memory tasks in older age. PMID:25241394

Persistent non-verbal memory impairment in remitted major depression - caused by encoding deficits?

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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.

Autonomy of imagery and production of original verbal images.

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Khatena, J

1976-08-01

90 college students (31 men and 59 women) were categorized as moderately autonomous, less autonomous (less highly controlled) and non-autonomous (high controlled) imagers according to the Gordon Test of Visual Imagery Control Moderately autonomous imagers produced significantly more original verbal images than less autonomous and non-autonomous imagers with less autonomous imagers scoring higher than non-autonomous imagers as measured by Onomatopoeia and Images. There were no significant sex main effects of interaction of autonomy of imagery level X sex.

An Evaluation of the Air Force Institute of Technology Student Selection Criteria

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1989-09-01

total score on the GMAT TOEFL Student’s score on the Test of English as a Foreign Language • denotes an indicator variable 2( Criterion Variable The...students, scores on the TOEFL . Any other possible predictors were not chosen because they are not used in the student selection process and therefore would...GMATQ 722 32.66 6.46 11.00 54.00 GMATT 731 537.07 68.84 275.00 740.00 TOEFL 59 521.46 128.87 80.00 780.00 * Effective October 1,1981, the maximimum

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

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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…

Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience.

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Geers, Ann E; Sedey, Allison L

2011-02-01

The purpose of this study is to identify factors predictive of successful English language outcomes in adolescents who received a cochlear implant (CI) between 2 and 5 yrs of age. All 112 participants had been part of a previous study examining English language outcomes at the age of 8 and 9 yrs with CIs. The participants were given a battery of language and verbal reasoning tests in their preferred communication mode along with measures of working memory (digit span) and verbal rehearsal speed (sentence repetition duration). The degree to which students' language performance was enhanced when sign was added to spoken language was estimated at both test sessions. Multiple linear regression analyses were used to document factors contributing to overall language outcomes. A substantial proportion of the adolescents obtained test scores within or above 1SD compared with hearing age-mates in the tests' normative samples: 71% on a verbal intelligence test, 68% on a measure of language content, 71% on receptive vocabulary, and 74% on expressive vocabulary. Improvement in verbal intelligence scores over an 8-yr interval exceeded expectation based on age-mates in the test's normative sample. Better English language outcomes were associated with shorter duration of deafness before cochlear implantation, higher nonverbal intelligence, higher family socioeconomic status, longer digit spans, and faster verbal rehearsal speed as measured by sentence repetition rate. Students whose current receptive vocabulary scores were not enhanced by the addition of signs also exhibited higher English language scores than those without sign enhancement; however, sign enhancement demonstrated in the elementary school years was not predictive of later high-school language skills. Results of this study support the provision of CIs to children at the youngest age possible. In addition, it highlights the substantial role that cognition plays in later language outcomes. Although the students' use

Can verbal working memory training improve reading?

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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.

Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding

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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

Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding.

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Mei-Chun Cheung

Full Text Available 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.

Music training is associated with cortical synchronization reflected in EEG coherence during verbal memory encoding.

Science.gov (United States)

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.

Assertiveness levels of nursing students who experience verbal violence during practical training.

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Unal, Sati; Hisar, Filiz; Görgülü, Ulkü

2012-08-01

The aim of the study was to investigate students' verbal violence experiences, the effect of assertiveness on being subjected to violence, the behaviour of students after the violence and the experience of psychological distress during practical training. The study sample consisted of 274 students attending a school of nursing. A questionnaire form and the Rathus Assertiveness Schedule (RAS) were used for data collection. Percentages, means and the independent samples t-test were used for the evaluation of data. During practical training, the students suffered verbal violence from teachers, department nurses and doctors. The students had higher mean scores of RAS for most types of violence committed by the teachers and being reprimanded by the nurses and 69.3% had not responded to the violence. Students with a high level of assertiveness are subjected to violence more frequently. Being subjected to verbal violence and feeling psychological distress during practical training are a major problem among nursing students. Students should be supported in terms of assertiveness and dealing with violence effectively.

Investigating Verbal and Visual Auditory Learning After Conformal Radiation Therapy for Childhood Ependymoma

International Nuclear Information System (INIS)

Di Pinto, Marcos; Conklin, Heather M.; Li Chenghong; Xiong Xiaoping; Merchant, Thomas E.

2010-01-01

Purpose: The primary objective of this study was to determine whether children with localized ependymoma experience a decline in verbal or visual-auditory learning after conformal radiation therapy (CRT). The secondary objective was to investigate the impact of age and select clinical factors on learning before and after treatment. Methods and Materials: Learning in a sample of 71 patients with localized ependymoma was assessed with the California Verbal Learning Test (CVLT-C) and the Visual-Auditory Learning Test (VAL). Learning measures were administered before CRT, at 6 months, and then yearly for a total of 5 years. Results: There was no significant decline on measures of verbal or visual-auditory learning after CRT; however, younger age, more surgeries, and cerebrospinal fluid shunting did predict lower scores at baseline. There were significant longitudinal effects (improved learning scores after treatment) among older children on the CVLT-C and children that did not receive pre-CRT chemotherapy on the VAL. Conclusion: There was no evidence of global decline in learning after CRT in children with localized ependymoma. Several important implications from the findings include the following: (1) identification of and differentiation among variables with transient vs. long-term effects on learning, (2) demonstration that children treated with chemotherapy before CRT had greater risk of adverse visual-auditory learning performance, and (3) establishment of baseline and serial assessment as critical in ascertaining necessary sensitivity and specificity for the detection of modest effects.

An executable model of the interaction between verbal and non-verbal communication.

NARCIS (Netherlands)

Jonker, C.M.; Treur, J.; Wijngaards, W.C.A.

2000-01-01

In this paper an executable generic process model is proposed for combined verbal and non-verbal communication processes and their interaction. The model has been formalised by three-levelled partial temporal models, covering both the material and mental processes and their relations. The generic

An Executable Model of the Interaction between Verbal and Non-Verbal Communication

NARCIS (Netherlands)

Jonker, C.M.; Treur, J.; Wijngaards, W.C.A.; Dignum, F.; Greaves, M.

2000-01-01

In this paper an executable generic process model is proposed for combined verbal and non-verbal communication processes and their interaction. The model has been formalised by three-levelled partial temporal models, covering both the material and mental processes and their relations. The generic

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.

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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.

Computer-Based Oral Hygiene Instruction versus Verbal Method in Fixed Orthodontic Patients

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Moshkelgosha, V.; Mehrvarz, Sh.; Saki, M.; Golkari, A.

2017-01-01

Statement of Problem: Fixed orthodontic appliances in the oral cavity make tooth cleaning procedures more complicated. Objectives: This study aimed to compare the efficacy of computerized oral hygiene instruction with verbal technique among fixed orthodontic patients referred to the evening clinic of Orthodontics of Shiraz Dental School. Materials and Methods: A single-blind study was performed in Orthodontic Department of Shiraz, Islamic Republic of Iran, from January to May 2015 following the demonstrated exclusion and inclusion criteria. The sample size was considered 60 patients with 30 subjects in each group. Bleeding on probing and plaque indices and dental knowledge were assessed in the subjects to determine pre-intervention status. A questionnaire was designed for dental knowledge evaluation. The patients were randomly assigned into the computerized and verbal groups. Three weeks after the oral hygiene instruction, indices of bleeding on probing and plaque index and the dental knowledge were evaluated to investigate post-intervention outcome. The two groups were compared by chi-square and student t tests. The pre- and post-intervention scores in each group were compared using paired t-test. Results: In the computerized group, the mean score for plaque index and bleeding on probing index was significantly decreased while dental health knowledge was significantly increased after oral hygiene instruction, in contrast to the verbal group. Conclusions: Within the limitations of the current study, computerized oral hygiene instruction is proposed to be more effective in providing optimal oral health status compared to the conventional method in fixed orthodontic patients. PMID:28959765

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

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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.

Verbal memory declines more in female patients with Parkinson's disease: the importance of gender-corrected normative data.

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Fengler, S; Roeske, S; Heber, I; Reetz, K; Schulz, J B; Riedel, O; Wittchen, H U; Storch, A; Linse, K; Baudrexel, S; Hilker, R; Mollenhauer, B; Witt, K; Schmidt, N; Balzer-Geldsetzer, M; Dams, J; Dodel, R; Gräber, S; Pilotto, A; Petrelli, A; Fünkele, S; Kassubek, J; Kalbe, E

2016-08-01

Data on gender-specific profiles of cognitive functions in patients with Parkinson's disease (PD) are rare and inconsistent, and possible disease-confounding factors have been insufficiently considered. The LANDSCAPE study on cognition in PD enrolled 656 PD patients (267 without cognitive impairment, 66% male; 292 with mild cognitive impairment, 69% male; 97 with PD dementia, 69% male). Raw values and age-, education-, and gender-corrected Z scores of a neuropsychological test battery (CERAD-Plus) were compared between genders. Motor symptoms, disease duration, l-dopa equivalent daily dose, depression - and additionally age and education for the raw value analysis - were taken as covariates. Raw-score analysis replicated results of previous studies in that female PD patients were superior in verbal memory (word list learning, p = 0.02; recall, p = 0.03), while men outperformed women in visuoconstruction (p = 0.002) and figural memory (p = 0.005). In contrast, gender-corrected Z scores showed that men were superior in verbal memory (word list learning, p = 0.02; recall, p = 0.02; recognition, p = 0.04), while no difference was found for visuospatial tests. This picture could be observed both in the overall analysis of PD patients as well as in a differentiated group analysis. Normative data corrected for gender and other sociodemographic variables are relevant, since they may elucidate a markedly different cognitive profile compared to raw scores. Our study also suggests that verbal memory decline is stronger in women than in men with PD. Future studies are needed to replicate these findings, examine the progression of gender-specific cognitive decline in PD and define different underlying mechanisms of this dysfunction.

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

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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.

Serial position effects scoring in the assessment of memory in Alzheimer's disease and major depression

NARCIS (Netherlands)

Bemelmans, Karel Jozef

2009-01-01

The objective of this thesis was to validate serial position effects (SPE’S) scoring in the Rey Auditory Verbal Learning Test (RAVLT). The RAVLT is a much used clinical method for assessing memory performance, but the method of scoring obfuscates that two memory processes underlie free recall. This

Music lessons are associated with increased verbal memory in individuals with Williams syndrome.

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Dunning, Brittany A; Martens, Marilee A; Jungers, Melissa K

2014-11-16

Williams syndrome (WS) is a genetic disorder characterized by intellectual delay and an affinity for music. It has been previously shown that familiar music can enhance verbal memory in individuals with WS who have had music training. There is also evidence that unfamiliar, or novel, music may also improve cognitive recall. This study was designed to examine if a novel melody could also enhance verbal memory in individuals with WS, and to more fully characterize music training in this population. We presented spoken or sung sentences that described an animal and its group name to 44 individuals with WS, and then tested their immediate and delayed memory using both recall and multiple choice formats. Those with formal music training (average duration of training 4½ years) scored significantly higher on both the spoken and sung recall items, as well as on the spoken multiple choice items, than those with no music training. Music therapy, music enjoyment, age, and Verbal IQ did not impact performance on the memory tasks. These findings provide further evidence that formal music lessons may impact the neurological pathways associated with verbal memory in individuals with WS, consistent with findings in typically developing individuals. Copyright © 2014 Elsevier Ltd. All rights reserved.

Randomised controlled trial of a brief intervention targeting predominantly non-verbal communication in general practice consultations.

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Little, Paul; White, Peter; Kelly, Joanne; Everitt, Hazel; Mercer, Stewart

2015-06-01

The impact of changing non-verbal consultation behaviours is unknown. To assess brief physician training on improving predominantly non-verbal communication. Cluster randomised parallel group trial among adults aged ≥16 years attending general practices close to the study coordinating centres in Southampton. Sixteen GPs were randomised to no training, or training consisting of a brief presentation of behaviours identified from a prior study (acronym KEPe Warm: demonstrating Knowledge of the patient; Encouraging [back-channelling by saying 'hmm', for example]; Physically engaging [touch, gestures, slight lean]; Warm-up: cool/professional initially, warming up, avoiding distancing or non-verbal cut-offs at the end of the consultation); and encouragement to reflect on videos of their consultation. Outcomes were the Medical Interview Satisfaction Scale (MISS) mean item score (1-7) and patients' perceptions of other domains of communication. Intervention participants scored higher MISS overall (0.23, 95% confidence interval [CI] = 0.06 to 0.41), with the largest changes in the distress-relief and perceived relationship subscales. Significant improvement occurred in perceived communication/partnership (0.29, 95% CI = 0.09 to 0.49) and health promotion (0.26, 95% CI = 0.05 to 0.46). Non-significant improvements occurred in perceptions of a personal relationship, a positive approach, and understanding the effects of the illness on life. Brief training of GPs in predominantly non-verbal communication in the consultation and reflection on consultation videotapes improves patients' perceptions of satisfaction, distress, a partnership approach, and health promotion. © British Journal of General Practice 2015.

Effects of teacher expectations on the development of verbal creativity in childhood education / Efectos de las expectativas docentes sobre el desarrollo de la creatividad verbal en la educación infantil

Directory of Open Access Journals (Sweden)

Franco Justo, Clemente

2008-12-01

Full Text Available Abstract: In this study, we have assessed the effect that teachers’ positive expectations may have on their student’s verbal creativity. To this end, we have worked with an experimental teacher who holds high expectations of the creativity of students, and a control teacher, where this was not the case and whose positive, favourable expectations of pupils were not high. The statistical analyses carried out have showed a significant increase in the verbal creativity variables evaluated (fluency, flexibility and originality in the experimental group in comparison to the scores of the control group.Resumen:En este estudio se evaluó el efecto que una expectativa positiva y favorable por parte del docente podía tener sobre los niveles de creatividad verbal de sus estudiantes. Para ello se contó con la participación de un grupo experimental en el cual se trató de implantar una alta expectativa sobre los niveles de creatividad de sus alumnos, y un grupo control donde no se creó dicha expectativa positiva. Los análisis estadísticos realizados mostraron un incremento significativo en el grupo experimental en las diferentes variables de creatividad verbal evaluadas (fluidez, flexibilidad y originalidad, al comparar sus puntuaciones con las del grupo control.

Compensation or inhibitory failure? Testing hypotheses of age-related right frontal lobe involvement in verbal memory ability using structural and diffusion MRI.

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Cox, Simon R; Bastin, Mark E; Ferguson, Karen J; Allerhand, Mike; Royle, Natalie A; Maniega, Susanna Muñoz; Starr, John M; MacLullich, Alasdair M J; Wardlaw, Joanna M; Deary, Ian J; MacPherson, Sarah E

2015-02-01

Functional neuroimaging studies report increased right prefrontal cortex (PFC) involvement during verbal memory tasks amongst low-scoring older individuals, compared to younger controls and their higher-scoring contemporaries. Some propose that this reflects inefficient use of neural resources through failure of the left PFC to inhibit non-task-related right PFC activity, via the anterior corpus callosum (CC). For others, it indicates partial compensation - that is, the right PFC cannot completely supplement the failing neural network, but contributes positively to performance. We propose that combining structural and diffusion brain MRI can be used to test predictions from these theories which have arisen from fMRI studies. We test these hypotheses in immediate and delayed verbal memory ability amongst 90 healthy older adults of mean age 73 years. Right hippocampus and left dorsolateral prefrontal cortex (DLPFC) volumes, and fractional anisotropy (FA) in the splenium made unique contributions to verbal memory ability in the whole group. There was no significant effect of anterior callosal white matter integrity on performance. Rather, segmented linear regression indicated that right DLPFC volume was a significantly stronger positive predictor of verbal memory for lower-scorers than higher-scorers, supporting a compensatory explanation for the differential involvement of the right frontal lobe in verbal memory tasks in older age. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

BIBLIOGRAPHY ON VERBAL LEARNING.

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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…

Berpikir kritis siswa ditinjau dari gaya kognitif visualizer dan verbalizer dalam menyelesaikan masalah geometri

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Widodo Winarso

2017-11-01

visualizer students obtained an average score of 50.15, while the verbalizer students got 40.05. Viewing from the average percentage of the results of each aspect of critical thinking, visualizer students can be categorized quite well, while the verbalizer students can be categorized less. This research implies that there are differences in critical thinking between students with visualizer cognitive style and students with verbalizer in solving geometry problems. Keywords: Critical Thinking; Cognitive Style; Problem-solving; Geometry

Effects of Age, Acoustic Challenge, and Verbal Working Memory on Recall of Narrative Speech.

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Ward, Caitlin M; Rogers, Chad S; Van Engen, Kristin J; Peelle, Jonathan E

2016-01-01

A common goal during speech comprehension is to remember what we have heard. Encoding speech into long-term memory frequently requires processes such as verbal working memory that may also be involved in processing degraded speech. Here the authors tested whether young and older adult listeners' memory for short stories was worse when the stories were acoustically degraded, or whether the additional contextual support provided by a narrative would protect against these effects. The authors tested 30 young adults (aged 18-28 years) and 30 older adults (aged 65-79 years) with good self-reported hearing. Participants heard short stories that were presented as normal (unprocessed) speech or acoustically degraded using a noise vocoding algorithm with 24 or 16 channels. The degraded stories were still fully intelligible. Following each story, participants were asked to repeat the story in as much detail as possible. Recall was scored using a modified idea unit scoring approach, which included separately scoring hierarchical levels of narrative detail. Memory for acoustically degraded stories was significantly worse than for normal stories at some levels of narrative detail. Older adults' memory for the stories was significantly worse overall, but there was no interaction between age and acoustic clarity or level of narrative detail. Verbal working memory (assessed by reading span) significantly correlated with recall accuracy for both young and older adults, whereas hearing ability (better ear pure tone average) did not. The present findings are consistent with a framework in which the additional cognitive demands caused by a degraded acoustic signal use resources that would otherwise be available for memory encoding for both young and older adults. Verbal working memory is a likely candidate for supporting both of these processes.

Effects of age, acoustic challenge, and verbal working memory on recall of narrative speech

Science.gov (United States)

Ward, Caitlin M.; Rogers, Chad S.; Van Engen, Kristin J.; Peelle, Jonathan E.

2016-01-01

Background A common goal during speech comprehension is to remember what we have heard. Encoding speech into long-term memory frequently requires processes such as verbal working memory that may also be involved in processing degraded speech. Here we tested whether young and older adult listeners’ memory for short stories was worse when the stories were acoustically degraded, or whether the additional contextual support provided by a narrative would protect against these effects. Methods We tested 30 young adults (aged 18–28 years) and 30 older adults (aged 65–79 years) with good self-reported hearing. Participants heard short stories that were presented as normal (unprocessed) speech, or acoustically degraded using a noise vocoding algorithm with 24 or 16 channels. The degraded stories were still fully intelligible. Following each story, participants were asked to repeat the story in as much detail as possible. Recall was scored using a modified idea unit scoring approach, which included separately scoring hierarchical levels of narrative detail. Results Memory for acoustically degraded stories was significantly worse than for normal stories at some levels of narrative detail. Older adults’ memory for the stories was significantly worse overall, but there was no interaction between age and acoustic clarity or level of narrative detail. Verbal working memory (assessed by reading span) significantly correlated with recall accuracy for both young and older adults, whereas hearing ability (better ear pure-tone average) did not. Conclusion Our findings are consistent with a framework in which the additional cognitive demands caused by a degraded acoustic signal use resources that would otherwise be available for memory encoding for both young and older adults. Verbal working memory is a likely candidate for supporting both of these processes. PMID:26683044

Which clinical variable influences health-related quality of life the most after spontaneous subarachnoid hemorrhage? Hunt and Hess scale, Fisher score, World Federation of Neurosurgeons score, Brussels coma score, and Glasgow coma score compared.

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Kapapa, Thomas; Tjahjadi, Martin; König, Ralph; Wirtz, Christian Rainer; Woischneck, Dieter

2013-12-01

To determine the strength of the correlation between the Hunt and Hess scale, Fisher score, Brussels coma score, World Federation of Neurosurgeons score, and Glasgow coma score and health-related quality of life. Evaluable questionnaires from 236 patients (5.6 years [± standard deviation, 2.854 years] on average after hemorrhage) were included in the analysis. Quality of life was documented using the MOS-36 item short form health survey. Because of the ordinal nature of the variables, Kendall tau was used for calculation. Significance was established as P ≤ 0.05. Weak and very weak correlations were found in general (r ≤ 0.28). The strongest correlations were found between the Glasgow coma score and quality of life (r = 0.236, P = 0.0001). In particular, the "best verbal response" achieved the strongest correlations in the comparison, at r = 0.28/P = 0.0001. The Fisher score showed very weak correlations (r = -0.148/P = 0.012). The Brussels coma score (r = -0.216/P = 0.0001), Hunt and Hess scale (r = -0.197/P = 0.0001), and the World Federation of Neurosurgeons score (r = -0.185/P = 0.0001) revealed stronger correlations, especially in terms of the physical aspects of quality of life. The Glasgow coma scale revealed the strongest, and the Fisher score showed the weakest correlations. Thus the Fisher score, as an indicator of the severity of a hemorrhage, has little significance in terms of health-related quality of life. Copyright © 2013 Elsevier Inc. All rights reserved.

Lexical factors and cerebral regions influencing verbal fluency performance in MCI.

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Clark, D G; Wadley, V G; Kapur, P; DeRamus, T P; Singletary, B; Nicholas, A P; Blanton, P D; Lokken, K; Deshpande, H; Marson, D; Deutsch, G

2014-02-01

To evaluate assumptions regarding semantic (noun), verb, and letter fluency in mild cognitive impairment (MCI) and Alzheimer disease (AD) using novel techniques for measuring word similarity in fluency lists and a region of interest (ROI) analysis of gray matter correlates. Fifty-eight individuals with normal cognition (NC, n=25), MCI (n=23), or AD (n=10) underwent neuropsychological tests, including 10 verbal fluency tasks (three letter tasks [F, A, S], six noun categories [animals, water creatures, fruits and vegetables, tools, vehicles, boats], and verbs). All pairs of words generated by each participant on each task were compared in terms of semantic (meaning), orthographic (spelling), and phonemic (pronunciation) similarity. We used mixed-effects logistic regression to determine which lexical factors were predictive of word adjacency within the lists. Associations between each fluency raw score and gray matter volumes in sixteen ROIs were identified by means of multiple linear regression. We evaluated causal models for both types of analyses to specify the contributions of diagnosis and various mediator variables to the outcomes of word adjacency and fluency raw score. Semantic similarity between words emerged as the strongest predictor of word adjacency for all fluency tasks, including the letter fluency tasks. Semantic similarity mediated the effect of cognitive impairment on word adjacency only for three fluency tasks employing a biological cue. Orthographic similarity was predictive of word adjacency for the A and S tasks, while phonemic similarity was predictive only for the S task and one semantic task (vehicles). The ROI analysis revealed different patterns of correlations among the various fluency tasks, with the most common associations in the right lower temporal and bilateral dorsal frontal regions. Following correction with gray matter volumes from the opposite hemisphere, significant associations persisted for animals, vehicles, and a composite

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

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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…

Quality Matters! Differences between Expressive and Receptive Non-Verbal Communication Skills in Adolescents with ASD

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Grossman, Ruth B.; Tager-Flusberg, Helen

2012-01-01

We analyzed several studies of non-verbal communication (prosody and facial expressions) completed in our lab and conducted a secondary analysis to compare performance on receptive vs. expressive tasks by adolescents with ASD and their typically developing peers. Results show a significant between-group difference for the aggregate score of…

A Comparison of Measures for Assessing the Level and Nature of Intelligence in Verbal Children and Adults with Autism Spectrum Disorder.

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Bodner, Kimberly E; Williams, Diane L; Engelhardt, Christopher R; Minshew, Nancy J

2014-11-01

Previous work has suggested that the Raven's Progressive Matrices (RPM) are better suited for capturing the nature of intelligence for individuals with autism spectrum disorder (ASD) than the Wechsler scales. The RPM measures 'fluid intelligence', an area for which it has been argued that persons with ASD have a relative strength. Given that measures of intelligence are used for establishing clinical diagnoses, for making educational decisions, and for group-matching in research studies, continued examination of this contention is warranted. In the current study, verbal children with ASD performed moderately better on the RPM than on the Wechsler scales; children without ASD received higher percentile scores on the Wechsler than on the RPM. Adults with and without ASD received higher percentile scores on the Wechsler than the RPM. Results suggest that the RPM and Wechsler scales measure different aspects of cognitive abilities in verbal individuals with ASD. For the verbal children and adults with ASD in the current study, the RPM and Wechsler scales have unique contributions that must be considered in context when establishing a baseline of cognitive function. The results of this investigation highlight the importance of thoughtfully selecting appropriate measures of intelligence consistent with clinical, educational, and research purposes, especially for verbal children and adults with ASD.

Assessing the aging effect on auditory-verbal memory by Persian version of dichotic auditory verbal memory test

Directory of Open Access Journals (Sweden)

Zahra Shahidipour

2014-01-01

Conclusion: Based on the obtained results, significant reduction in auditory memory was seen in aged group and the Persian version of dichotic auditory-verbal memory test, like many other auditory verbal memory tests, showed the aging effects on auditory verbal memory performance.

Event-governed and verbally-governed behavior.

Science.gov (United States)

Vargas, E A

1988-01-01

A NUMBER OF STATEMENTS PRESCRIBE BEHAVIOR: apothegms, maxims, proverbs, instructions, and so on. These differing guides to conduct present varieties of the dictionary definition of "rules." The term "rules" thus defines a category of language usage. Such a term, and its derivative, "rule-governed," does not address a controlling relation in the analysis of verbal behavior. The prevailing confounding of a category of language with a category of verbal behavior appears related to a lack of understanding as to what distinguishes verbal behavior from other behavior. Verbal behavior is a behavior-behavior relation in which events are contacted through the mediation of another organism's behavior specifically shaped for such mediation by a verbal community. It contrasts with behavior that contacts events directly, and shaped directly by the features of those events. Thus we may distinguish between two large classes of behavior by whether it is behavior controlled by events, or behavior controlled verbally. However, the functional controls operative with both classes of behavior do not differ.

Interactive Computer Graphics for System Analysis.

Science.gov (United States)

1983-12-01

seven matrices have a maximum size of 10xlO and are named: AMAT BMAT CMAT DMAT KMAT FMAT GMAT ICECAP-II has available four transfer functions which B-1...is: COPY (source) (destination) The valid source and destination variables are: AMAT CMAT PMAT GTF KMAT BMAT DMAT GMAT HTF OLTF CLTF Transfer functions...Function: gtf, htf, oltf, cltf Enter choice of Matrix: AMAT, BMAT , CMAT, DMAT, FMAT, GMAT, KMAT Enter SETUP in order to set up State Space Model Enter

A Review of Verbal and Non-Verbal Human-Robot Interactive Communication

OpenAIRE

Mavridis, Nikolaos

2014-01-01

In this paper, an overview of human-robot interactive communication is presented, covering verbal as well as non-verbal aspects of human-robot interaction. Following a historical introduction, and motivation towards fluid human-robot communication, ten desiderata are proposed, which provide an organizational axis both of recent as well as of future research on human-robot communication. Then, the ten desiderata are examined in detail, culminating to a unifying discussion, and a forward-lookin...

Brazilian children performance on Rey’s auditory verbal learning paradigm Desempenho de crianças brasileiras no paradigma de aprendizagem auditivo-verbal de Rey

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Rosinda Martins Oliveira

2008-03-01

Full Text Available The Rey Auditory Verbal Learning paradigm is worldwide used in clinical and research settings. There is consensus about its psychometric robustessness and that its various scores provide relevant information about different aspects of memory and learning. However, there are only a few studies in Brazil employing this paradigm and none of them with children. This paper describes the performance of 119 Brazilian children in a version of Rey´s paradigm. The correlations between scores showed the internal consistency of this version. Also, the pattern of results observed was very similar to that observed in foreign studies with adults and children. There was correlation between age in months and recall scores, showing that age affects the rhythm of learning. These results were discussed based on the information processing theory.O paradigma de aprendizagem auditivo-verbal de Rey é utilizado em todo o mundo, tanto em pesquisa quanto na clínica. Há consenso sobre sua robustez psicométrica e de que seus vários escores fornecem informações relevantes sobre diferentes aspectos da memória e da aprendizagem. No entanto, existem apenas alguns poucos estudos no Brasil envolvendo este paradigma e nenhum deles com crianças. Este artigo descreve o desempenho de 119 crianças brasileiras em uma versão do paradigma de Rey. As correlações entre escores mostraram a consistência interna desta versão. Além disso, o padrão de resultados encontrado foi muito similar àquele observado em estudos estrangeiros com adultos e crianças. Verificou-se correlação entre idade em meses e os escores de evocação, mostrando que a idade afeta o ritmo de aprendizagem. Estes resultados foram discutidos a partir da teoria do processamento da informação.

A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill.

Science.gov (United States)

Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback

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

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Feras Saeed

2015-12-01

Full Text Available 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. The occurrence of each suffixal marker on the verb corresponds to the co-occurrence of a particular type of Comp-elements in the C/T domain. I argue that these morphological markers on the three verbal forms are the manifestation of an Agree relation between an interpretable unvalued finiteness feature [Fin] on C and an uninterpretable but valued instance of the same feature on v, assuming feature transfer and feature sharing between C/T and v (Pesetsky & Torrego 2007; Chomsky 2008. I also argue that the different verbal forms in Standard Arabic are dictated by the co-occurrence of three types of Comp-elements: i C-elements; ii T-elements which ultimately move to C; and iii imperative/negative elements. Keywords: feature transfer/sharing, verbal forms, complementisers, finiteness, syntactic dependency, Standard Arabic

Symbiotic Relations of Verbal and Non-Verbal Components of Creolized Text on the Example of Stephen King’s Books Covers Analysis

OpenAIRE

Anna S. Kobysheva; Viktoria A. Nakaeva

2017-01-01

The article examines the symbiotic relationships between non-verbal and verbal components of the creolized text. The research focuses on the analysis of the correlation between verbal and visual elements of horror book covers based on three types of correlations between verbal and non-verbal text constituents, i.e. recurrent, additive and emphatic.

Symbiotic Relations of Verbal and Non-Verbal Components of Creolized Text on the Example of Stephen King’s Books Covers Analysis

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Anna S. Kobysheva

2017-12-01

Full Text Available The article examines the symbiotic relationships between non-verbal and verbal components of the creolized text. The research focuses on the analysis of the correlation between verbal and visual elements of horror book covers based on three types of correlations between verbal and non-verbal text constituents, i.e. recurrent, additive and emphatic.

Children with unilateral hearing loss may have lower intelligence quotient scores: A meta-analysis.

Science.gov (United States)

Purcell, Patricia L; Shinn, Justin R; Davis, Greg E; Sie, Kathleen C Y

2016-03-01

In this meta-analysis, we reviewed observational studies investigating differences in intelligence quotient (IQ) scores of children with unilateral hearing loss compared to children with normal hearing. PubMed Medline, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO. A query identified all English-language studies related to pediatric unilateral hearing loss published between January 1980 and December 2014. Titles, abstracts, and articles were reviewed to identify observational studies reporting IQ scores. There were 261 unique titles, with 29 articles undergoing full review. Four articles were identified, which included 173 children with unilateral hearing loss and 202 children with normal hearing. Ages ranged from 6 to 18 years. Three studies were conducted in the United States and one in Mexico. All were of high quality. All studies reported full-scale IQ results; three reported verbal IQ results; and two reported performance IQ results. Children with unilateral hearing loss scored 6.3 points lower on full-scale IQ, 95% confidence interval (CI) [-9.1, -3.5], P value analysis suggests children with unilateral hearing loss have lower full-scale and performance IQ scores than children with normal hearing. There also may be disparity in verbal IQ scores. Laryngoscope, 126:746-754, 2016. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

Toward a digitally mediated, transgenerational negotiation of verbal and non-verbal concepts in daycare

DEFF Research Database (Denmark)

Chimirri, Niklas Alexander

an adult researcher’s research problem and her/his conceptual knowledge of the child-adult-digital media interaction are able to do justice to what the children actually intend to communicate about their experiences and actions, both verbally and non-verbally, by and large remains little explored...

NEGOSIASI PENERJEMAHAN VERBAL - VISUAL DESAIN GRAFIS

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Moeljadi Pranata

2000-01-01

Full Text Available Design is commonly regarded as an act of individual creation to which both verbalization and logical analysis are only peripherally relevant. This article reviews a research study about talking design by Tomes et al (1998 which involving graphic designers and their clients. The conclusion is that talking design -- verbal and visual -- is the design itself. Comments from a design-major student give more light to the research s outputs. Abstract in Bahasa Indonesia : Desain umumnya dipandang sebagai karya ekspresi diri. Analisis logis dan penerjemahan verbal hanya dianggap relevan di permukaan saja. Artikel ini mereview kajian riset Tomes dkk. (1998 mengenai bahasan desain yang melibatkan tim desainer grafis dan kliennya. Simpulannya%2C bahasan desain ¾ verbal dan visual ¾ adalah desain itu sendiri. Artikel ini dilengkapi tanggapan mahasiswa desain terhadap hasil riset tersebut. graphic design%2C design process%2C verbal/visual communication

Inpatient verbal aggression: content, targets and patient characteristics.

Science.gov (United States)

Stewart, D; Bowers, L

2013-04-01

Verbally aggressive behaviour on psychiatric wards is more common than physical violence and can have distressing consequences for the staff and patients who are subjected to it. Previous research has tended to examine incidents of verbal aggression in little detail, instead combining different types of aggressive behaviour into a single measure. This study recruited 522 adult psychiatric inpatients from 84 acute wards. Data were collected from nursing and medical records for the first 2 weeks of admission. Incidents of verbal aggression were categorized and associations with patient characteristics examined. There were 1398 incidents of verbal aggression in total, reported for half the sample. Types of verbal aggression were, in order of prevalence: abusive language, shouting, threats, expressions of anger and racist comments. There were also a large number of entries in the notes which did not specify the form of verbal aggression. Staff members were the most frequent target of aggression. A history of violence and previous drug use were consistently associated with verbal aggression. However, there were also some notable differences in patient variables associated with specific types of verbal aggression. Future studies should consider using multidimensional measures of verbal aggression. © 2012 Blackwell Publishing.

Zinc, vitamin A, and glutamine supplementation in Brazilian shantytown children at risk for diarrhea results in sex-specific improvements in verbal learning

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Aldo A. M. Lima

2013-01-01

Full Text Available OBJECTIVE: To identify the impact of supplemental zinc, vitamin A, and glutamine, alone or in combination, on long-term cognitive outcomes among Brazilian shantytown children with low median height-for-age z-scores. METHODS: A randomized, double-blind, placebo-controlled trial was conducted in children aged three months to nine years old from the urban shanty compound community of Fortaleza, Brazil. Demographic and anthropometric information was assessed. The random treatment groups available for cognitive testing (total of 167 children were: (1 placebo, n = 25; (2 glutamine, n = 23; (3 zinc, n = 18; (4 vitamin A, n = 19; (5 glutamine+zinc, n = 20; (6 glutamine+vitamin A, n = 21; (7 zinc+vitamin A, n = 23; and (8 glutamine+zinc+vitamin A, n = 18. Neuropsychological tests were administered for the cognitive domains of non-verbal intelligence and abstraction, psychomotor speed, verbal memory and recall ability, and semantic and phonetic verbal fluency. Statistical analyses were performed using SPSS, version 16.0. ClinicalTrials.gov: NCT00133406. RESULTS: Girls receiving a combination of glutamine, zinc, and vitamin A had higher mean age-adjusted verbal learning scores than girls receiving only placebo (9.5 versus 6.4, p = 0.007 and girls receiving zinc+vitamin A (9.5 versus 6.5, p = 0.006. Similar group differences were not found between male study children. CONCLUSIONS: The findings suggest that combination therapy offers a sex-specific advantage on tests of verbal learning, similar to that seen among female patients following traumatic brain injury.

Visualizing the Verbal and Verbalizing the Visual.

Science.gov (United States)

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…

Assessing the aging effect on auditory-verbal memory by Persian version of dichotic auditory verbal memory test

OpenAIRE

Zahra Shahidipour; Ahmad Geshani; Zahra Jafari; Shohreh Jalaie; Elham Khosravifard

2014-01-01

Background and Aim: Memory is one of the aspects of cognitive function which is widely affected among aged people. Since aging has different effects on different memorial systems and little studies have investigated auditory-verbal memory function in older adults using dichotic listening techniques, the purpose of this study was to evaluate the auditory-verbal memory function among old people using Persian version of dichotic auditory-verbal memory test. Methods: The Persian version of dic...

Attitudes and beliefs as verbal behavior

OpenAIRE

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 aut...

Verbal Ability and Teacher Effectiveness

Science.gov (United States)

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…

The Gender Difference: Validity of Standardized Admission Tests in Predicting MBA Performance.

Science.gov (United States)

Hancock, Terence

1999-01-01

Of 120 female and 149 male master of business administration (MBA) students, women performed significantly less well on the Graduate Management Admission Test (GMAT). There were no differences in overall MBA grade point average, indicating no strong correlation between the GMAT and MBA performance. (SK)

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

Science.gov (United States)

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…

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

Science.gov (United States)

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…

Semantic Descriptor Ranking: A Quantitative Method for Evaluating Qualitative Verbal Reports of Visual Cognition in the Laboratory or the Clinic

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Matthew eMaestri

2014-03-01

Full Text Available For scientific, clinical, and machine learning purposes alike, it is desirable to quantify the verbal reports of high-level visual percepts. Methods to do this simply do not exist at present. Here we propose a novel methodological principle to help fill this gap, and provide empirical evidence designed to serve as the initial ‘proof’ of this principle. In the proposed method, subjects view images real-world scenes and describe, in their own words, what they saw. The verbal description is independently evaluated by several evaluators. Each evaluator assigns a rank score to the subject’s description of each visual object in each image using a novel ranking principle, which takes advantage of the well-known fact that semantic descriptions of real-life objects and scenes can usually be rank-ordered. Thus, for instance, ‘animal’, ‘dog’, and ‘retriever’ can be regarded as increasingly finer-level, and therefore higher-ranking, descriptions of a given object. These numeric scores can preserve the richness of the original verbal description, and can be subsequently evaluated using conventional statistical procedures. We describe an exemplar implementation of this method and empirical data that show its feasibility. With appropriate future standardization and validation, this novel method can serve as an important tool to help quantify the subjective experience of the visual world. In addition to being a novel, potentially powerful testing tool, our method also represents, to our knowledge, the only available method for numerically representing verbal accounts of real-world experience. Given that its minimal requirements, i.e., a verbal description and the ground truth that elicited the description, our method has a wide variety of potential real-world applications.

Comparision of GCS and FOUR scores used in the evaluation of neurological status in intensive care units

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Ayca Sultan sahin

2015-09-01

Full Text Available Objective: The Glasgow Coma Scale (GCS is the most widely used scoring system to evaluation of neurological status for patients in intensive care unit. Limitations of the GCS include severe to assess the verbal score in intubated or aphasic patients. The Full Outline of UnResponsiveness score (FOUR, a new coma scale not reliant on verbal response, was recently proposed. New scales strongly suggest a scale is needed that could provide further nerological detail that is easy to use. We aimed to compare FOUR score and GCS among unselected patients in intensive care units and comparerealibility betweenobservers. Material-Methods: In our study 105 patients was admitted. Three different types of examiners tested FOUR score and GCS: one intensive care unit nurse, one anaesthesiology resident (2. year, and one anaesthesiology fellow. Patients receiving sedative agents or neuromuscular function blockers were excluded. The raters performed their examination within 1 hour of each other without knowledge of the others scores. Results: In our study compared the interrater agreement of GCS and FOUR score. Although FOUR score was thought to be superior in aphasic and intubated patients, there was neither a statistical significant difference between the GCS and the FOUR score nor a difference among ICU staff. Conclusion: As a result, the scores that used in ICUs, should be simple, reliable and predictive. Our study revealed that the FOUR score is at least equivalent to the GCS. And for us, GCS and FOUR scores are easy to use both doctors and nurses. [J Contemp Med 2015; 5(3.000: 167-172

Development of a screening algorithm for Alzheimer's disease using categorical verbal fluency.

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Yeon Kyung Chi

Full Text Available We developed a weighted composite score of the categorical verbal fluency test (CVFT that can more easily and widely screen Alzheimer's disease (AD than the mini-mental status examination (MMSE. We administered the CVFT using animal category and MMSE to 423 community-dwelling mild probable AD patients and their age- and gender-matched cognitively normal controls. To enhance the diagnostic accuracy for AD of the CVFT, we obtained a weighted composite score from subindex scores of the CVFT using a logistic regression model: logit (case  = 1.160+0.474× gender +0.003× age +0.226× education level - 0.089× first-half score - 0.516× switching score -0.303× clustering score +0.534× perseveration score. The area under the receiver operating curve (AUC for AD of this composite score AD was 0.903 (95% CI = 0.883 - 0.923, and was larger than that of the age-, gender- and education-adjusted total score of the CVFT (p<0.001. In 100 bootstrapped re-samples, the composite score consistently showed better diagnostic accuracy, sensitivity and specificity for AD than the total score. Although AUC for AD of the CVFT composite score was slightly smaller than that of the MMSE (0.930, p = 0.006, the CVFT composite score may be a good alternative to the MMSE for screening AD since it is much briefer, cheaper, and more easily applicable over phone or internet than the MMSE.

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

OpenAIRE

Jancke L; Brugger E; Brummer M; Scherrer S; Alahmadi N

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 con...

The California Verbal Learning Test-Children's Version: relation to factor indices of the Wechsler Intelligence Scale for Children-Third Edition.

Science.gov (United States)

O'Jile, Judith R; Schrimsher, Gregory W; O'Bryant, Sid E

2005-10-01

The California Verbal Learning Test-Children's Version (CVLT-C) provides clinicians with a method of assessing various aspects of children's verbal memory and has been found to be sensitive to memory deficits resulting from a variety of neurological conditions. Intuitively, the CVLT-C would be expected to be highly related to a child's verbal cognitive abilities; however, with only a few exceptions, the relationship of this test to various domains of cognitive function has not been broadly studied empirically. To examine this issue, we evaluated the amount of unique variance in CVLT-C scores that could be predicted by the Verbal Comprehension, Perceptual Organization, Freedom from Distractibility, and Processing Speed indices of the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) beyond that accounted for by age and gender in a sample of 62 children referred to an outpatient psychiatry clinic for neuropsychological evaluation. While the Processing Speed Index predicted a significant amount of variance for both short and long delay free and cued recall, the Verbal Comprehension Index was a poor predictor of CVLT-C performance on all outcome variables, accounting for only 1.5 to 4.5% additional variance above age and gender. These findings indicate that while the CVLT-C may be relatively independent of influences of verbal intelligence and abstract verbal reasoning, general speed and efficiency of processing play an important role in successful encoding for later retrieval on the CVLT-C.

Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes

Science.gov (United States)

Tyson, Katherine; Kelley, Elizabeth; Fein, Deborah; Orinstein, Alyssa; Troyb, Eva; Barton, Marianne; Eigsti, Inge-Marie; Naigles, Letitia; Schultz, Robert T.; Stevens, Michael; Helt, Molly; Rosenthal, Michael

2014-01-01

Some individuals who lose their autism spectrum disorder diagnosis may continue to display subtle weaknesses in language. We examined language and verbal memory in 44 individuals with high-functioning autism (HFA), 34 individuals with "optimal outcomes" (OO) and 34 individuals with typical development (TD). The OO group scored in the…

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

Science.gov (United States)

Jäncke, Lutz; Brügger, Eliane; Brummer, Moritz; Scherrer, Stephanie; Alahmadi, Nsreen

2014-03-26

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. 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. 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. The exposure to vocal or instrumental background music during encoding did not

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

Science.gov (United States)

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.

EEG correlates of verbal and nonverbal working memory

Directory of Open Access Journals (Sweden)

Danker Jared

2005-11-01

Full Text Available Abstract Background Distinct cognitive processes support verbal and nonverbal working memory, with verbal memory depending specifically on the subvocal rehearsal of items. Methods We recorded scalp EEG while subjects performed a Sternberg task. In each trial, subjects judged whether a probe item was one of the three items in a study list. Lists were composed of stimuli from one of five pools whose items either were verbally rehearsable (letters, words, pictures of common objects or resistant to verbal rehearsal (sinusoidal grating patterns, single dot locations. Results We found oscillatory correlates unique to verbal stimuli in the θ (4–8 Hz, α (9–12 Hz, β (14–28 Hz, and γ (30–50 Hz frequency bands. Verbal stimuli generally elicited greater power than did nonverbal stimuli. Enhanced verbal power was found bilaterally in the θ band, over frontal and occipital areas in the α and β bands, and centrally in the γ band. When we looked specifically for cases where oscillatory power in the time interval between item presentations was greater than oscillatory power during item presentation, we found enhanced β activity in the frontal and occipital regions. Conclusion These results implicate stimulus-induced oscillatory activity in verbal working memory and β activity in the process of subvocal rehearsal.

Comparative Analysis of Verbal and Non-Verbal Mental Activity Components Regarding the Young People with Different Intellectual Levels

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Y. M. Revenko

2013-01-01

Full Text Available The paper maintains that for developing the educational pro- grams and technologies adequate to the different stages of students’ growth and maturity, there is a need for exploring the natural determinants of intel- lectual development as well as the students’ individual qualities affecting the cognition process. The authors investigate the differences of the intellect manifestations with the reference to the gender principle, and analyze the correlations be- tween verbal and non-verbal components in boys and girls’ mental activity depending on their general intellect potential. The research, carried out in Si- berian State Automobile Road Academy and focused on the first year stu- dents, demonstrates the absence of gender differences in students’ general in- tellect levels; though, there are some other conformities: the male students of different intellectual levels show the same correlation coefficient of verbal and non-verbal intellect while the female ones have the same correlation only at the high intellect level. In conclusion, the authors emphasize the need for the integral ap- proach to raising students’ mental abilities considering the close interrelation between the verbal and non-verbal component development. The teaching materials should stimulate different mental qualities by differentiating the educational process to develop students’ individual abilities. 

The rise and fall of immediate and delayed memory for verbal and visuospatial information from late childhood to late adulthood.

Science.gov (United States)

Murre, Jaap M J; Janssen, Steve M J; Rouw, Romke; Meeter, Martijn

2013-01-01

Over 100,000 verbal and visuospatial immediate and delayed memory tests were presented via the Internet to over 28,000 participants in the age range of 11 to 80. Structural equation modeling pointed to the verbal versus visuospatial dimension as an important factor in individual differences, but not the immediate versus delayed dimension. We found a linear decrease of 1% to 3% per year in overall memory performance past the age of 25. For visuospatial tests, this decrease started at age 18 and was twice as fast as the decrease of verbal memory. There were strong effects of education, with the highest educated group sometimes scoring one full standard deviation above the lowest educated group. Gender effects were small but as expected: women outperformed men on the verbal memory tasks; men outperformed women on the visuospatial tasks. We also found evidence of increasing proneness to false memory with age. Memory for recent news events did not show a decrease with age. Copyright © 2012 Elsevier B.V. All rights reserved.

Cognitive flexibility in verbal and nonverbal domains and decision making in anorexia nervosa patients: a pilot study

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Marzola Enrica

2011-10-01

Full Text Available Abstract Background This paper aimed to investigate cognitive rigidity and decision making impairments in patients diagnosed with Anorexia Nervosa Restrictive type (AN-R, assessing also verbal components. Methods Thirty patients with AN-R were compared with thirty age-matched healthy controls (HC. All participants completed a comprehensive neuropsychological battery comprised of the Trail Making Test, Wisconsin Card Sorting Test, Hayling Sentence Completion Task, and the Iowa Gambling Task. The Beck Depression Inventory was administered to evaluate depressive symptomatology. The influence of both illness duration and neuropsychological variables was considered. Body Mass Index (BMI, years of education, and depression severity were considered as covariates in statistical analyses. Results The AN-R group showed poorer performance on all neuropsychological tests. There was a positive correlation between illness duration and the Hayling Sentence Completion Task Net score, and number of completion answers in part B. There was a partial effect of years of education and BMI on neuropsychological test performance. Response inhibition processes and verbal fluency impairment were not associated with BMI and years of education, but were associated with depression severity. Conclusions These data provide evidence that patients with AN-R have cognitive rigidity in both verbal and non-verbal domains. The role of the impairment on verbal domains should be considered in treatment. Further research is warranted to better understand the relationship between illness state and cognitive rigidity and impaired decision-making.

High Baseline Postconcussion Symptom Scores and Concussion Outcomes in Athletes.

Science.gov (United States)

Custer, Aimee; Sufrinko, Alicia; Elbin, R J; Covassin, Tracey; Collins, Micky; Kontos, Anthony

2016-02-01

Some healthy athletes report high levels of baseline concussion symptoms, which may be attributable to several factors (eg, illness, personality, somaticizing). However, the role of baseline symptoms in outcomes after sport-related concussion (SRC) has not been empirically examined. To determine if athletes with high symptom scores at baseline performed worse than athletes without baseline symptoms on neurocognitive testing after SRC. Cohort study. High school and collegiate athletic programs. A total of 670 high school and collegiate athletes participated in the study. Participants were divided into groups with either no baseline symptoms (Postconcussion Symptom Scale [PCSS] score = 0, n = 247) or a high level of baseline symptoms (PCSS score > 18 [top 10% of sample], n = 68). Participants were evaluated at baseline and 2 to 7 days after SRC with the Immediate Post-concussion Assessment and Cognitive Test and PCSS. Outcome measures were Immediate Post-concussion Assessment and Cognitive Test composite scores (verbal memory, visual memory, visual motor processing speed, and reaction time) and total symptom score on the PCSS. The groups were compared using repeated-measures analyses of variance with Bonferroni correction to assess interactions between group and time for symptoms and neurocognitive impairment. The no-symptoms group represented 38% of the original sample, whereas the high-symptoms group represented 11% of the sample. The high-symptoms group experienced a larger decline from preinjury to postinjury than the no-symptoms group in verbal (P = .03) and visual memory (P = .05). However, total concussion-symptom scores increased from preinjury to postinjury for the no-symptoms group (P = .001) but remained stable for the high-symptoms group. Reported baseline symptoms may help identify athletes at risk for worse outcomes after SRC. Clinicians should examine baseline symptom levels to better identify patients for earlier referral and treatment for their

The strengths and weaknesses in verbal short-term memory and visual working memory in children with hearing impairment and additional language learning difficulties.

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Willis, Suzi; Goldbart, Juliet; Stansfield, Jois

2014-07-01

To compare verbal short-term memory and visual working memory abilities of six children with congenital hearing-impairment identified as having significant language learning difficulties with normative data from typically hearing children using standardized memory assessments. Six children with hearing loss aged 8-15 years were assessed on measures of verbal short-term memory (Non-word and word recall) and visual working memory annually over a two year period. All children had cognitive abilities within normal limits and used spoken language as the primary mode of communication. The language assessment scores at the beginning of the study revealed that all six participants exhibited delays of two years or more on standardized assessments of receptive and expressive vocabulary and spoken language. The children with hearing-impairment scores were significantly higher on the non-word recall task than the "real" word recall task. They also exhibited significantly higher scores on visual working memory than those of the age-matched sample from the standardized memory assessment. Each of the six participants in this study displayed the same pattern of strengths and weaknesses in verbal short-term memory and visual working memory despite their very different chronological ages. The children's poor ability to recall single syllable words in relation to non-words is a clinical indicator of their difficulties in verbal short-term memory. However, the children with hearing-impairment do not display generalized processing difficulties and indeed demonstrate strengths in visual working memory. The poor ability to recall words, in combination with difficulties with early word learning may be indicators of children with hearing-impairment who will struggle to develop spoken language equal to that of their normally hearing peers. This early identification has the potential to allow for target specific intervention that may remediate their difficulties. Copyright © 2014. Published

Preverbal and verbal counting and computation.

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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.

Primary nocturnal enuresis is associated with lower intelligence quotient scores in boys from poorer socioeconomic status families.

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Basiri, Abbas; Bahrainian, Seyed Abdolmajid; Khoshdel, Alireza; Jalaly, Niloofar; Golshan, Shabnam; Pakmanesh, Hamid

2017-03-01

To explore intelligence quotient in boys with primary nocturnal enuresis compared with normal boys considering their socioeconomic status. A total of 152 school-aged boys (including 55 boys with primary nocturnal enuresis and 97 matched normal controls) were assessed. Boys with a history of any neurological or urological disease were excluded. Two different districts of Tehran: Khani-Abad (a poor district) and Pirouzi (a middle class district) districts were enrolled according to socioeconomic status data reported by the World Health Organization. Intelligence tests were carried out using a validated Iranian translation of the Wechsler Intelligence Scale for Children Revised. Total, as well as performance intelligence quotient and verbal intelligence quotient scores and verbal-performance discrepancy (the difference between verbal and performance intelligence quotient scores for each individual) were compared using a t-test between boys with primary nocturnal enuresis in each district and their matched controls. Considering each district separately, the total intelligence quotient score was lower in primary nocturnal enuresis cases than controls only in the lower income district (90.7 ± 23.3 vs 104.8 ± 14.7, P = 0.002). Similarly, boys with primary nocturnal enuresis ranked lower in verbal intelligence quotient (P = 0.002) and performance intelligence quotient (P = 0.004) compared with their matched normal controls only in lower income district, whereas in the higher income district, boys with primary nocturnal enuresis ranked similar in total intelligence quotient to their matched controls. Boys with primary nocturnal enuresis had a lower intelligence quotient compared with the control participants only in low-income district. It seems important to adjust the results of the intelligence quotient assessment in these children according to their socioeconomic status. © 2017 The Japanese Urological Association.

Verbal Skills in Children with ADHD. Short Report

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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,…

Human Error Analysis Project (HEAP) - The Fourth Pilot Study: Scoring and Analysis of Raw Data Types

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Hollnagel, Erik; Braarud; Per Oeyvind; Droeivoldsmo, Asgeir; Follesoe; Knut; Helgar, Stein; Kaarstad, Magnhild

1996-01-01

Pilot study No. 4 rounded off the series of pilot studies by looking at the important issue of the quality of the various data sources. The preceding experiments had clearly shown that that it was necessary to use both concurrent and interrupted verbal protocols, and also that information about eye movements was very valuable. The effort and resources needed to analyse a combination of the different data sources is, however, significant, and it was therefore important to find out whether one or more of the data sources could replace another. In order to determine this issue, pilot study No. 4 looked specifically at the quality of information provided by different data sources. The main hypotheses were that information about operators' diagnosis and decision making would be provided by verbal protocols, expert commentators, and auto-confrontation protocols, that the data sources would be valid, and that they would complement each other. The study used three main data sources: (1) concurrent verbal protocols, which were the operators' verbalisations during the experiment; (2) expert commentator reports, which were descriptions by process experts of the operators' performance; and (3) auto-confrontation, which were the operators' comments on their performance based on a replay of the performance recording minus the concurrent verbal protocol. Additional data sources were eye movement recordings, process data, alarms, etc. The three main data sources were treated as independent variables and applied according to an experimental design that facilitated the test of the main hypotheses. The pilot study produced altogether 59 verbal protocols, some of which were in Finnish. After a translation into English, each protocol was analysed and scored according to a specific scheme. The scoring was designed to facilitate the evaluation of the experimental hypotheses. Due to the considerable work involved, the analysis process has only been partly completed, and no firm results

Citation Analysis of Skinner's "Verbal Behavior:" 1984-2004

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Dymond, S.; O'Hora, D.; Whelan, R.; O'Donovan, A.

2006-01-01

The present study undertook an updated citation analysis of Skinner's (1957) "Verbal Behavior". All articles that cited "Verbal Behavior" between 1984 and 2004 were recorded and content analyzed into one of five categories; four empirical and one nonempirical. Of the empirical categories, studies that employed a verbal operant from Skinner's…

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

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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.

Semantic organizational strategy predicts verbal memory and remission rate of geriatric depression.

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Morimoto, Sarah Shizuko; Gunning, Faith M; Kanellopoulos, Dora; Murphy, Christopher F; Klimstra, Sibel A; Kelly, Robert E; Alexopoulos, George S

2012-05-01

This study tests the hypothesis that the use of semantic organizational strategy during the free-recall phase of a verbal memory task predicts remission of geriatric depression. Sixty-five older patients with major depression participated in a 12-week escitalopram treatment trial. Neuropsychological performance was assessed at baseline after a 2-week drug washout period. The Hopkins Verbal Learning Test-Revised was used to assess verbal learning and memory. Remission was defined as a Hamilton Depression Rating Scale score of ≤ 7 for 2 consecutive weeks and no longer meeting the DSM-IV-TR criteria for major depression. The association between the number of clusters used at the final learning trial (trial 3) and remission was examined using Cox's proportional hazards survival analysis. The relationship between the number of clusters utilized in the final learning trial and the number of words recalled after a 25-min delay was examined in a regression with age and education as covariates. Higher number of clusters utilized predicted remission rates (hazard ratio, 1.26 (95% confidence interval, 1.04-1.54); χ(2)  = 4.23, df = 3, p = 0.04). There was a positive relationship between the total number of clusters used by the end of the third learning trial and the total number of words recalled at the delayed recall trial (F(3,58) = 7.93; p < 0.001). Effective semantic strategy use at baseline on a verbal list learning task by older depressed patients was associated with higher rates of remission with antidepressant treatment. This result provides support for previous findings indicating that measures of executive functioning at baseline are useful in predicting antidepressant response. Copyright © 2011 John Wiley & Sons, Ltd.

Effect of interaction with clowns on vital signs and non-verbal communication of hospitalized children.

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Alcântara, Pauline Lima; Wogel, Ariane Zonho; Rossi, Maria Isabela Lobo; Neves, Isabela Rodrigues; Sabates, Ana Llonch; Puggina, Ana Cláudia

2016-12-01

Compare the non-verbal communication of children before and during interaction with clowns and compare their vital signs before and after this interaction. Uncontrolled, intervention, cross-sectional, quantitative study with children admitted to a public university hospital. The intervention was performed by medical students dressed as clowns and included magic tricks, juggling, singing with the children, making soap bubbles and comedic performances. The intervention time was 20minutes. Vital signs were assessed in two measurements with an interval of one minute immediately before and after the interaction. Non-verbal communication was observed before and during the interaction using the Non-Verbal Communication Template Chart, a tool in which nonverbal behaviors are assessed as effective or ineffective in the interactions. The sample consisted of 41 children with a mean age of 7.6±2.7 years; most were aged 7 to 11 years (n=23; 56%) and were males (n=26; 63.4%). There was a statistically significant difference in systolic and diastolic blood pressure, pain and non-verbal behavior of children with the intervention. Systolic and diastolic blood pressure increased and pain scales showed decreased scores. The playful interaction with clowns can be a therapeutic resource to minimize the effects of the stressing environment during the intervention, improve the children's emotional state and reduce the perception of pain. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Exploring depression, self-esteem and verbal fluency with different degrees of internet addiction among Chinese college students.

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Nie, Jia; Zhang, Wei; Liu, Ying

2017-01-01

The aims of this study were to explore depression, self-esteem and verbal fluency functions among normal internet users, mild internet addictions and severe internet addictions. The survey sample consisted of 316 college students, and their internet addiction symptoms, depression and self-esteem symptoms were assessed using the Revised Chen Internet Addiction Scale (CIAS-R), Zung Self-Rating Depression Scale (ZSDS), Rosenberg Self-Esteem Scale (RSES), respectively. From this sample, 16 students with non-addictions, 19 students with mild internet addiction (sub-MIA) and 15 students with severe internet addiction (sub-SIA) were recruited and subjected to the classical verbal fluency tests, including the semantic and phonemic fluency task. The results indicated that severe internet addiction in the survey sample showed the highest tendency towards depressive symptoms and lowest self-esteem scores, and sub-SIA showed poor performance on the semantic fluency task. In conclusion, severe internet addiction was significantly associated with depression, low self-esteem and semantic verbal fluency problems. Copyright © 2017 Elsevier Inc. All rights reserved.

S61. THE ASSOCIATION OF VERBAL LEARNING DEFICITS WITH AGE AND SYMPTOMS IN SCHIZOPHRENIA

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Kontis, Dimitrios; Giannakopoulou, Alexandra; Theochari, Eirini; Andreopoulou, Angeliki; Vassilouli, Spyridoula; Giannakopoulou, Dimitra; Siettou, Eleni; Tsaltas, Eleftheria

2018-01-01

Abstract Background The relationship of age and symptoms with the performance on verbal learning and memory tasks in schizophrenia could provide useful information for optimizing and individualizing the efforts to remediate the cognitive impairments of patients. Methods During a cross-sectional study, 97 medicated and stabilized patients with chronic schizophrenia (61 males and 36 females, mean age=43.74 years, standard deviation-SD=11.59), which were consecutively referred to our Unit, were assessed using the Hopkins Verbal Learning Test (HVLT) and the Positive and Negative Syndrome Scale (PANSS). A linear regression analysis was conducted in order to investigate the effect of symptoms and age on HVLT performance. Results Increased age and total PANSS symptoms were associated with worse total recall (raw scores) (B=-0.109. 95% confidence interval-C.I.- =-0.18, -0.038, t=-3.038, df=90 p=0.003 and B=-0.053, 95%CI=-0.097, -0.008, t=-2.356, df=90, p=0.021, respectively). The effect of symptoms on HVLT total recall was significant for positive (B=-0.166, 95%CI=-0.316, -0.015, t=-2.189, df=90, p=0.031), negative (B=-0.167, 95%CI=-0.279, -0.054, t=-2.949, df=90, p=0.004), but not for general psychopathology symptoms (B=-0.05, 95%CI=-0.129, 0.03, t=-1.247, df=90, p=0.216). Further analyses revealed the significant negative correlations of total symptoms with the performance in immediate recall during the first HVLT trial (B=-0.021, 95% CI=-0.036, -0.005, df=89, p=0.011), and age during the second (B=-0.046, 95%CI=-0.076,-0.017, p=0.003) and third (B=-0.048, 95%CI=-0.083, -0.014, df=89, p=0.007) HVLT immediate recall trials. Both total symptoms and age were significantly negatively correlated with the performance in recognition discrimination (raw scores) (symptoms: B=-0.199, 95%CI=-0.363, -0.035, df=87, t=-2.415, p=0.017 and age: B=-0.357, 95%CI=-0.617, -0.098, df=87, t=-2.737, p=0.008). We failed to find any significant correlation between either age or symptoms with

The N-Word: Reducing Verbal Pollution in Schools

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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…

Impaired visual, working, and verbal memory in first-episode, drug-naive patients with major depressive disorder in a Chinese population.

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Chen, Ce; Jiang, Wen-Hui; Wang, Wei; Ma, Xian-Cang; Li, Ye; Wu, Jin; Hashimoto, Kenji; Gao, Cheng-Ge

2018-01-01

Cognitive impairment has been observed in patients with major depressive disorder (MDD). However, it remains unclear whether the deficits in specific cognitive domains are present in first-episode, drug-naïve patients or medicated patients. In the present study, using the CogState battery (CSB) Chinese language version, we evaluated the visual, working, and verbal memory in first-episode drug-naive patients and medicated patients with MDD in a Chinese population. We measured the cognitive function in first-episode drug-naïve patients (n = 36), medicated MDD patients (n = 71), and age- and sex-matched healthy control subjects (n = 59) in a Chinese population. The CSB composite scores in both first-episode drug-naive patients and medicated patients were significantly poorer than those in the healthy control subjects. The CSB sub-scores, including visual, working, and verbal memory were also significantly poorer in both patient groups than those in the healthy control subjects. In contrast, processing speed, attention/vigilance, executive function, spatial working memory, and social cognition were no different from healthy controls, whereas the executive function was significantly better in the medicated patients than in the healthy control subjects and first-episode drug-naïve patients. These findings suggest an impairment in the visual, working, and verbal memory in first-episode, drug-naive MDD patients in a Chinese population.

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

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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.

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

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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.

Individual differences in non-verbal number acuity correlate with maths achievement.

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Halberda, Justin; Mazzocco, Michèle M M; Feigenson, Lisa

2008-10-02

Human mathematical competence emerges from two representational systems. Competence in some domains of mathematics, such as calculus, relies on symbolic representations that are unique to humans who have undergone explicit teaching. More basic numerical intuitions are supported by an evolutionarily ancient approximate number system that is shared by adults, infants and non-human animals-these groups can all represent the approximate number of items in visual or auditory arrays without verbally counting, and use this capacity to guide everyday behaviour such as foraging. Despite the widespread nature of the approximate number system both across species and across development, it is not known whether some individuals have a more precise non-verbal 'number sense' than others. Furthermore, the extent to which this system interfaces with the formal, symbolic maths abilities that humans acquire by explicit instruction remains unknown. Here we show that there are large individual differences in the non-verbal approximation abilities of 14-year-old children, and that these individual differences in the present correlate with children's past scores on standardized maths achievement tests, extending all the way back to kindergarten. Moreover, this correlation remains significant when controlling for individual differences in other cognitive and performance factors. Our results show that individual differences in achievement in school mathematics are related to individual differences in the acuity of an evolutionarily ancient, unlearned approximate number sense. Further research will determine whether early differences in number sense acuity affect later maths learning, whether maths education enhances number sense acuity, and the extent to which tertiary factors can affect both.

The Multiple Control of Verbal Behavior

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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…

Five Years Old Preschool Children's Motor-Verbal Skills:A Follow-up into the First-grade

Directory of Open Access Journals (Sweden)

Azade Mirzaei

2009-12-01

Full Text Available "n Objective : "n "nThe major objective of this study was to determine the means and 95% confidence interval of normal 6 years old children's motor-verbal skills. Based on the results of this study we could develop a measure to diagnose abnormal motor skills. In addition, in this follow-up study, we compared the first-graders' motor-verbal skills to their own skills one year earlier. "nMethod: In this follow-up study, the development of motor-verbal skills was studied in 220 normal readers in the first-grade after 1 year. We administered naming speed test and word and phrase repetition to assess motor-verbal skills. Data were analyzed by descriptive statistic and paired t-test. "nResults: The mean of the 6 years old first-graders' speed naming was 87 words per 100 second. In addition, means and standard deviations of word and phrase repetition were 8.41(2.92 and 6.51(1.73 respectively. In addition,, paired t-test showed a significant difference between naming speed, word and phrase repetition first-grade and 5 years old children score(naming speed: t=10.95, p<0.001, word repetition: t= 14.23, p<0.001, phrase repetition: t=12.11, p<0.001 . Conclusion:In general, 5 years old children's motor-verbal skills significantly improved after one year. Furthermore, the results of this study provide the norm for speech and language pathologists and other professionals. It is important to note that if 5 years old children's motor-verbal skills are under this norm, it will be anticipated that they are at the risk of literacy problem and dyslexia.

The effects of limited bandwidth and noise on verbal processing time and word recall in normal-hearing children.

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McCreery, Ryan W; Stelmachowicz, Patricia G

2013-09-01

Understanding speech in acoustically degraded environments can place significant cognitive demands on school-age children who are developing the cognitive and linguistic skills needed to support this process. Previous studies suggest the speech understanding, word learning, and academic performance can be negatively impacted by background noise, but the effect of limited audibility on cognitive processes in children has not been directly studied. The aim of the present study was to evaluate the impact of limited audibility on speech understanding and working memory tasks in school-age children with normal hearing. Seventeen children with normal hearing between 6 and 12 years of age participated in the present study. Repetition of nonword consonant-vowel-consonant stimuli was measured under conditions with combinations of two different signal to noise ratios (SNRs; 3 and 9 dB) and two low-pass filter settings (3.2 and 5.6 kHz). Verbal processing time was calculated based on the time from the onset of the stimulus to the onset of the child's response. Monosyllabic word repetition and recall were also measured in conditions with a full bandwidth and 5.6 kHz low-pass cutoff. Nonword repetition scores decreased as audibility decreased. Verbal processing time increased as audibility decreased, consistent with predictions based on increased listening effort. Although monosyllabic word repetition did not vary between the full bandwidth and 5.6 kHz low-pass filter condition, recall was significantly poorer in the condition with limited bandwidth (low pass at 5.6 kHz). Age and expressive language scores predicted performance on word recall tasks, but did not predict nonword repetition accuracy or verbal processing time. Decreased audibility was associated with reduced accuracy for nonword repetition and increased verbal processing time in children with normal hearing. Deficits in free recall were observed even under conditions where word repetition was not affected

A comparison of low IQ scores from the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition.

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Umphress, Thomas B

2008-06-01

Twenty people with suspected intellectual disability took the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 1998) and the Wechsler Adult Intelligence Scale-3rd Edition (WAIS-III; D. Wechsler, 1997) to see if the 2 IQ tests produced comparable results. A t test showed that the RIAS Composite Intelligence Index scores were significantly higher than WAIS-III Full Scale IQ scores at the alpha level of .01. There was a significant difference between the RIAS Nonverbal Intelligence and WAIS-III Performance Scale, but there was no significant difference between the RIAS Verbal Intelligence Index and the WAIS-III Verbal Scale IQ. The results raise questions concerning test selection for diagnosing intellectual disability and the use of the correlation statistic for comparing intelligence tests.

Verbal memory improvement in first-episode psychosis APOE-ε4 carriers: a pleiotropic effect?

Directory of Open Access Journals (Sweden)

Vila-Rodriguez F

2017-12-01

Full Text Available Fidel Vila-Rodriguez,1 Donna J Lang,2 Heather Baitz,3 Kristina Gicas,3 Allen E Thorton,3 Thomas S Ehmann,1 Geoff N Smith,1 Alasdair M Barr,4 Ivan J Torres,1 Lili C Kopala,1 G William MacEwan,1 Daniel J Müller,5 James L Kennedy,5 William G Honer11Department of Psychiatry, 2Division of Neuroradiology, Department of Radiology, The University of British Columbia, Vancouver, 3Department of Psychology, Simon Fraser University, Burnaby, 4Department of Anesthesiology, Pharmacology and Therapeutics, The University of British Columbia, Vancouver, BC, 5Department of Psychiatry, Centre for Mental Health and Addictions, University of Toronto, Toronto, ON, CanadaBackground: 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.Participants and methods: 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.Results: 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

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

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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.

Reflections on "Verbal Behavior" at 60

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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…

Non-word repetition in children with specific language impairment: a deficit in phonological working memory or in long-term verbal knowledge?

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Casalini, Claudia; Brizzolara, Daniela; Chilosi, Anna; Cipriani, Paola; Marcolini, Stefania; Pecini, Chiara; Roncoli, Silvia; Burani, Cristina

2007-08-01

In this study we investigated the effects of long-term memory (LTM) verbal knowledge on short-term memory (STM) verbal recall in a sample of Italian children affected by different subtypes of specific language impairment (SLI). The aim of the study was to evaluate if phonological working memory (PWM) abilities of SLI children can be supported by LTM linguistic representations and if PWM performances can be differently affected in the various subtypes of SLI. We tested a sample of 54 children affected by Mixed Receptive-Expressive (RE), Expressive (Ex) and Phonological (Ph) SLI (DSM-IV - American Psychiatric Association, 1994) by means of a repetition task of words (W) and non-words (NW) differing in morphemic structure [morphological non-words (MNW), consisting of combinations of roots and affixes - and simple non-words - with no morphological constituency]. We evaluated the effects of lexical and morpho-lexical LTM representations on STM recall by comparing the repetition accuracy across the three types of stimuli. Results indicated that although SLI children, as a group, showed lower repetition scores than controls, their performance was affected similarly to controls by the type of stimulus and the experimental manipulation of the non-words (better repetition of W than MNW and NW, and of MNW than NW), confirming the recourse to LTM verbal representations to support STM recall. The influence of LTM verbal knowledge on STM recall in SLI improved with age and did not differ among the three types of SLI. However, the three types of SLI differed in the accuracy of their repetition performances (PMW abilities), with the Phonological group showing the best scores. The implications for SLI theory and practice are discussed.

Category verbal fluency performance may be impaired in amnestic mild cognitive impairment

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Márcio Luiz Figueredo Balthazar

Full Text Available Abstract To study category verbal fluency (VF for animals in patients with amnestic mild cognitive impairment (aMCI, mild Alzheimer disease (AD and normal controls. Method: Fifteen mild AD, 15 aMCI, and 15 normal control subjects were included. Diagnosis of AD was based on DSM-IV and NINCDS-ADRDA criteria, while aMCI was based on the criteria of the International Working Group on Mild Cognitive Impairment, using CDR 0.5 for aMCI and CDR 1 for mild AD. All subjects underwent testing of category VF for animals, lexical semantic function (Boston Naming-BNT, CAMCOG Similarities item, WAIS-R forward and backward digit span, Rey Auditory Verbal Learning (RAVLT, Mini-Mental Status Examination (MMSE, and other task relevant functions such as visual perception, attention, and mood state (with Cornell Scale for Depression in Dementia. Data analysis used ANOVA and a post-hoc Tukey test for intergroup comparisons, and Pearson's coefficient for correlations of memory and FV tests with other task relevant functions (statistical significance level was p<0.05. Results: aMCI patients had lower performance than controls on category VF for animals and on the backward digit span subtest of WAIS-R but higher scores compared with mild AD patients. Mild AD patients scored significantly worse than aMCI and controls across all tests. Conclusion: aMCI patients may have poor performance in some non-memory tests, specifically category VF for animals in our study, where this could be attributable to the influence of working memory.

COMUNICAÇÃO VERBAL E NÃO-VERBAL DE MÃE CEGA DURANTE A HIGIENE CORPORAL DA CRIANÇA

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Luana Duarte Wanderley

2010-01-01

Full Text Available La mujer ciega debe recibir orientaciones sobre el cuidado con el bebé. El objetivo fue analizar la comunicación verbal y no verbal de la madre ciega con movilidad limitada con niño y enfermera durante la higiene corporal. Estudio exploratorio, descriptivo, tipo estudio de caso, con análisis cuantitativo realizado en 2009. La comunicación madre/hijo y madre/enfermera fue filmada y analizada por seis jueces. Hubo predominancia de la madre como destinataria con la enfermera y uso de la función emotiva en las verbalizaciones con el niño en la comunicación verbal. Ya en la comunicación no verbal, prevaleció la distancia íntima entre madre/hijo y la personal entre madre/enfermera. La madre demostró miedo al bañar al niño. Se concluye que las distancias establecidas facilitaron la interacción de la madre con el bebé y de ésta con la profesional. Independiente de las dificultades motora y visual, la madre no sufrió daños verbales en el establecimiento de su proceso comunicativo.

Differential patterns of prefrontal MEG activation during verbal & visual encoding and retrieval.

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Prendergast, Garreth; Limbrick-Oldfield, Eve; Ingamells, Ed; Gathercole, Susan; Baddeley, Alan; Green, Gary G R

2013-01-01

The spatiotemporal profile of activation of the prefrontal cortex in verbal and non-verbal recognition memory was examined using magnetoencephalography (MEG). Sixteen neurologically healthy right-handed participants were scanned whilst carrying out a modified version of the Doors and People Test of recognition memory. A pattern of significant prefrontal activity was found for non-verbal and verbal encoding and recognition. During the encoding, verbal stimuli activated an area in the left ventromedial prefrontal cortex, and non-verbal stimuli activated an area in the right. A region in the left dorsolateral prefrontal cortex also showed significant activation during the encoding of non-verbal stimuli. Both verbal and non-verbal stimuli significantly activated an area in the right dorsomedial prefrontal cortex and the right anterior prefrontal cortex during successful recognition, however these areas showed temporally distinct activation dependent on material, with non-verbal showing activation earlier than verbal stimuli. Additionally, non-verbal material activated an area in the left anterior prefrontal cortex during recognition. These findings suggest a material-specific laterality in the ventromedial prefrontal cortex during encoding for verbal and non-verbal but also support the HERA model for verbal material. The discovery of two process dependent areas during recognition that showed patterns of temporal activation dependent on material demonstrates the need for the application of more temporally sensitive techniques to the involvement of the prefrontal cortex in recognition memory.

Argumentation, confrontation et violence verbale fulgurante Argumentative Processes, Confrontation and Acute Verbal Abuse

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Claudine Moïse

2012-04-01

Full Text Available Si nous avons défini la violence verbale fulgurante comme une montée en tension caractérisée par des actes menaçants directs (provocation, menace, insultes… et la violence polémique comme un discours à visée argumentative mobilisant des procédés discursifs indirects (implicites, ironie…, on ne peut considérer ces deux types de discours comme hermétiques. À travers des scènes de violences verbales quotidiennes dans l’espace public et institutionnel (contrôles, convocations, verbalisations…, constituées pour un DVD pédagogique, il s’agit de montrer comment dans des interactions caractérisées par la violence fulgurante, certains procédés argumentatifs particuliers et que nous décrirons, sont utilisés, avec force efficacité, à des fins de déstabilisation et de prise de pouvoir sur l’autre. Our research has defined severe verbal abuse as built up tension characterized by directly threatening acts (such as provocation, threats, insults, and polemical violence as argumentative discourse which mobilizes indirect discursive devices, such as implicit discourse relations and irony. Yet, neither type of discourse can be considered to be impervious to mutual influence. Based on the content of an educational DVD featuring acted out scenes of daily verbal abuse taking place in public and institutional spaces (i.e., checks, summons, fines, we will show how specific argumentative devices, which we will describe, are very efficiently used within interactions that are characterised by severe abuse, with the aim of destabilizing and taking control over somebody.

Cognitive Predictors of Verbal Memory in a Mixed Clinical Pediatric Sample

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Shelley C. Heaton

2013-08-01

Full Text Available 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.

Rehearsal significantly improves immediate and delayed recall on the Rey Auditory Verbal Learning Test.

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Hessen, Erik

2011-10-01

A repeated observation during memory assessment with the Rey Auditory Verbal Learning Test (RAVLT) is that patients who spontaneously employ a memory rehearsal strategy by repeating the word list more than once achieve better scores than patients who only repeat the word list once. This observation led to concern about the ability of the standard test procedure of RAVLT and similar tests in eliciting the best possible recall scores. The purpose of the present study was to test the hypothesis that a rehearsal recall strategy of repeating the word list more than once would result in improved scores of recall on the RAVLT. We report on differences in outcome after standard administration and after experimental administration on Immediate and Delayed Recall measures from the RAVLT of 50 patients. The experimental administration resulted in significantly improved scores for all the variables employed. Additionally, it was found that patients who failed effort screening showed significantly poorer improvement on Delayed Recall compared with those who passed the effort screening. The general clear improvement both in raw scores and T-scores demonstrates that recall performance can be significantly influenced by the strategy of the patient or by small variations in instructions by the examiner.

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

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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.

Belief attribution despite verbal interference.

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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.

Verbal Abuse among Students in Ubon Ratchathani Province, Thailand

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Ayuwat, Tiwawan

2017-01-01

This study aimed to investigate verbal abuse of the students in Ubon Ratchathani Province. The results indicated that the verbal abuse of the students consisted of three aspects: words, intonation, and contents. Based on an overview, verbal abuse behavior was at a low level with the mean at 0.90. When the three aspects were investigated, words were at the highest level with a mean of 1.05, followed with intonation and contents with the mean at 0.96 and 0.78, respectively. Verbal abuse of the ...

The pattern of verbal, visuospatial and procedural learning in Richardson variant of progressive supranuclear palsy in comparison to Parkinson's disease.

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Sitek, Emilia J; Wieczorek, Dariusz; Konkel, Agnieszka; Dąbrowska, Magda; Sławek, Jarosław

2017-08-29

Progressive supranuclear palsy (PSP) is regarded either within spectrum of atypical parkinsonian syndromes or frontotemporal lobar degeneration. We compared the verbal, visuospatial and procedural learning profiles in patients with PSP and Parkinson's disease (PD). Furthermore, the relationship between executive factors (initiation and inhibition) and learning outcomes was analyzed. Thirty-three patients with the clinical diagnosis of PSP-Richardson's syndrome (PSP-RS), 39 patients with PD and 29 age -and education -matched controls were administered Mini-Mental State Examination (MMSE), phonemic and semantic fluency tasks, Auditory Verbal Learning Test (AVLT), Visual Learning and Memory Test for Neuropsychological Assessment by Lamberti and Weidlich (Diagnosticum für Cerebralschädigung, DCS), Tower of Toronto (ToT) and two motor sequencing tasks. Patients with PSP-RS and PD were matched in terms of MMSE scores and mood. Performance on DCS was lower in PSP-RS than in PD. AVLT delayed recall was better in PSP-RS than PD. Motor sequencing task did not differentiate between patients. Scores on AVLT correlated positively with phonemic fluency scores in both PSP-RS and PD. ToT rule violation scores were negatively associated with DCS performance in PSP-RS and PD as well as with AVLT performance in PD. Global memory performance is relatively similar in PSP-RS and PD. Executive factors (initiation and inhibition) are closely related to memory performance in PSP-RS and PD. Visuospatial learning impairment in PSP-RS is possibly linked to impulsivity and failure to inhibit automatic responses.

MODELO DE COMUNICACIÓN NO VERBAL EN DEPORTE Y BALLET NON-VERBAL COMMUNICATION MODELS IN SPORTS AND BALLET

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Gloria Vallejo

2010-12-01

Full Text Available Este estudio analiza el modelo de comunicación que se genera en los entrenadores de fútbol y de gimnasia artística a nivel profesional, y en los instructores de ballet en modalidad folklórica, tomando como referente el lenguaje corporal dinámico propio de la comunicación especializada de deportistas y bailarines, en la que se evidencia lenguaje no verbal. Este último se estudió tanto en prácticas psicomotrices como sociomotrices, para identificar y caracterizar relaciones entre diferentes conceptos y su correspondiente representación gestual. Los resultados indican que el lenguaje no verbal de los entrenadores e instructores toma ocasionalmente el lugar del lenguaje verbal, cuando este último resulta insuficiente o inapropiado para describir una acción motriz de gran precisión, debido a las condiciones de distancia o de interferencias acústicas. En los instructores de ballet se encontró una forma generalizada de dirigir los ensayos utilizando conteos rítmicos con las palmas o los pies. De igual forma, se destacan los componentes paralingüísticos de los diversos actos de habla, especialmente, en lo que se refiere a entonación, duración e intensidad.This study analyzes the communication model generated among professional soccer trainers, artistic gymnastics trainers, and folkloric ballet instructors, on the basis of the dynamic body language typical of specialized communication among sportspeople and dancers, which includes a high percentage of non-verbal language. Non-verbal language was observed in both psychomotor and sociomotor practices in order to identify and characterize relations between different concepts and their corresponding gestural representation. This made it possible to generate a communication model that takes into account the non-verbal aspects of specialized communicative contexts. The results indicate that the non-verbal language of trainers and instructors occasionally replaces verbal language when the

Differential patterns of prefrontal MEG activation during verbal & visual encoding and retrieval.

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Garreth Prendergast

Full Text Available The spatiotemporal profile of activation of the prefrontal cortex in verbal and non-verbal recognition memory was examined using magnetoencephalography (MEG. Sixteen neurologically healthy right-handed participants were scanned whilst carrying out a modified version of the Doors and People Test of recognition memory. A pattern of significant prefrontal activity was found for non-verbal and verbal encoding and recognition. During the encoding, verbal stimuli activated an area in the left ventromedial prefrontal cortex, and non-verbal stimuli activated an area in the right. A region in the left dorsolateral prefrontal cortex also showed significant activation during the encoding of non-verbal stimuli. Both verbal and non-verbal stimuli significantly activated an area in the right dorsomedial prefrontal cortex and the right anterior prefrontal cortex during successful recognition, however these areas showed temporally distinct activation dependent on material, with non-verbal showing activation earlier than verbal stimuli. Additionally, non-verbal material activated an area in the left anterior prefrontal cortex during recognition. These findings suggest a material-specific laterality in the ventromedial prefrontal cortex during encoding for verbal and non-verbal but also support the HERA model for verbal material. The discovery of two process dependent areas during recognition that showed patterns of temporal activation dependent on material demonstrates the need for the application of more temporally sensitive techniques to the involvement of the prefrontal cortex in recognition memory.

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

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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…

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

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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.

The nature of the verbal self-monitor

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Ganushchak, Aleksandra (Lesya) Yurievna

2008-01-01

This thesis investigated the correlates of verbal self-monitoring in healthy adults. The central questions addressed in the thesis are: Does verbal monitoring work in a similar way as action monitoring? If the Error-Related Negativity (ERN) is associated with error processing in action monitoring,

The Dental Hygiene Aptitude Tests and the American College Testing Program Tests as Predictors of Scores on the National Board Dental Hygiene Examination.

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Longenbecker, Sueann; Wood, Peter H.

1984-01-01

Scores from the National Board Dental Hygiene Examination (NBDHE) served as the criterion variable in a comparison of the predictive validity of the Dental Hygiene Aptitude Tests (DHAT) and the ACT Assessment tests. The DHAT-Science and Verbal tests combined to produce the highest multiple correlation with NBDHE scores. (Author/DWH)

Membangun Koneksi Matematis Siswa dalam Pemecahan Masalah Verbal

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Nurfaidah Tasni

2017-07-01

Full Text Available [Bahasa]: Penelitian ini mendeskripsikan proses membangun koneksi matematis dalam pemecahan masalah verbal atau soal cerita. Pada proses penyelesaian masalah verbal, diidentifikasi beberapa jenis koneksi yang dibangun siswa. Jenis soal dikembangkan berdasarkan karakteristik koneksi matematis menurut NCTM, yaitu koneksi antar topik matematika, koneksi dengan disiplin ilmu lain, dan koneksi dalam kehidupan sehari-hari. Pengumpulan data dilakukan melalui hasil kerja siswa dan wawancara semi terstruktur terhadap 2 orang subjek yang dipilih dengan tehnik purposive sampling. Penelitian ini mengunkap ada tujuh jenis koneksi yang dibangun oleh siswa pada saat menyelesaikan masalah verbal, yaitu: koneksi pemahaman, koneksi jika maka, koneksi representasi yang setara, koneksi hirarki, koneksi perbandingan melalui bentuk umum, koneksi prosedur, dan koneksi justifikasi dan representasi. Kata kunci:   Koneksi Matematis; Pemecahan Masalah; Soal Verbal [English]: The current research aims to describe the process of developing mathematical connection in solving verbal or word mathematics problems. In solving problems, the mathematical connections developed by the subjects are identified. The mathematics problems refer to the characteristics of mathematical connections by NCTM, i.e. connections within mathematics topics, connection with other fileds, and connections with daily life. Data collection is conducted through students’ work and semi-structure interview with two subjects. The subjects are selected through purposive sampling. This research reveals seven kinds of mathematical connections developed by the subjects in solving verbal mathematics problems, i.e. connection in understanding, if then connection, equal representation connection, hierarchy connection, proportion connection through general form, procedure connection, and justification and representation connection.    Keywords: Mathematical Connection; Problem Solving; Verbal Problems

Verbal aptitude and the use of grammar information in Serbian language

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Lalović Dejan

2006-01-01

Full Text Available The research presented in this paper was an attempt to find differences in the use of grammatical information carried by the function words in Serbian. The aim was to determine the level of word processing at which grammatical information shows its differential effects in groups of subjects who themselves differ in verbal ability. For this purpose, the psycholinguistic tasks applied were grammatically primed reading aloud and grammatically primed grammatical classification with an appropriate control of extra-linguistic factors that may have affected aforementioned tasks. Verbal aptitude was assessed in a psychometric manner, and the subjects were divided into "high verbal" and "low verbal" groups. Taking into account statistical control of extra-linguistic factors, the results indicate that groups of high verbal and low verbal subjects cannot be differentiated based on reading aloud performance. The high verbal subjects, however, were more efficient in grammatical classification than low verbal subjects. The results also indicated that the presence of grammatical information embedded in function words-primes had a stronger effect on word processing in low verbal group. Such pattern of results testify to the advantage of high verbal subjects in lexical and post lexical processing, while no differences were established in the word recognition processes. The implications of these findings were considered in terms of test construction for the assessment of verbal ability in Serbian language. .

Diagnostic causal reasoning with verbal information.

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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.

Effects of proactive interference on non-verbal working memory.

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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.

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

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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.

Neurofeedback-Based Enhancement of Single-Trial Auditory Evoked Potentials: Treatment of Auditory Verbal Hallucinations in Schizophrenia.

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Rieger, Kathryn; Rarra, Marie-Helene; Diaz Hernandez, Laura; Hubl, Daniela; Koenig, Thomas

2018-03-01

Auditory verbal hallucinations depend on a broad neurobiological network ranging from the auditory system to language as well as memory-related processes. As part of this, the auditory N100 event-related potential (ERP) component is attenuated in patients with schizophrenia, with stronger attenuation occurring during auditory verbal hallucinations. Changes in the N100 component assumingly reflect disturbed responsiveness of the auditory system toward external stimuli in schizophrenia. With this premise, we investigated the therapeutic utility of neurofeedback training to modulate the auditory-evoked N100 component in patients with schizophrenia and associated auditory verbal hallucinations. Ten patients completed electroencephalography neurofeedback training for modulation of N100 (treatment condition) or another unrelated component, P200 (control condition). On a behavioral level, only the control group showed a tendency for symptom improvement in the Positive and Negative Syndrome Scale total score in a pre-/postcomparison ( t (4) = 2.71, P = .054); however, no significant differences were found in specific hallucination related symptoms ( t (7) = -0.53, P = .62). There was no significant overall effect of neurofeedback training on ERP components in our paradigm; however, we were able to identify different learning patterns, and found a correlation between learning and improvement in auditory verbal hallucination symptoms across training sessions ( r = 0.664, n = 9, P = .05). This effect results, with cautious interpretation due to the small sample size, primarily from the treatment group ( r = 0.97, n = 4, P = .03). In particular, a within-session learning parameter showed utility for predicting symptom improvement with neurofeedback training. In conclusion, patients with schizophrenia and associated auditory verbal hallucinations who exhibit a learning pattern more characterized by within-session aptitude may benefit from electroencephalography neurofeedback

Verbal episodic memory in young hypothyroid patients

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Vatsal Priyadarshi Pandey

2017-01-01

Full Text Available Context: Hypothyroidism affects cognitive functions especially memory. However, most of the previous studies have generally evaluated older hypothyroid patients and sample size of these studies varied in terms of age range. Aims: To see whether hypothyroidism affects memory in young patients. Settings and Design: The sample consisted of 11 hypothyroid patients with an age of 18–49 and 8 healthy controls matched on age and education. Subjects and Methods: Verbal episodic memory was assessed using Hindi adaptation of Rey-Auditory Verbal Learning Test. Statistical Analysis Used: An independent t-test was used to see the difference between mean performance of the patient group and healthy control on memory measures. Results: Results indicated nonsignificant difference between verbal episodic memory of patient group and healthy controls. Conclusions: On the basis of these findings, it was concluded that hypothyroidism may not affect younger patients in terms of episodic verbal memory the same way as it does in the older patients.

The mainstreaming of verbally aggressive online political behaviors.

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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.

Comparing verbal aspect in Slavic and Gothic

NARCIS (Netherlands)

Genis, R.; van der Liet, H.; Norde, M.

2012-01-01

Much has been written and said about Gothic verbal aspect, especially since the publications of Streitberg (1891 a.f.). Opinions have varied and according to some authors there is no such thing as verbal aspect in Gothic. Others maintain there is and both camps have defended their positions

Establishing Vocal Verbalizations in Mute Mongoloid Children.

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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,…

Music increases frontal EEG coherence during verbal learning.

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Peterson, David A; Thaut, Michael H

2007-02-02

Anecdotal and some empirical evidence suggests that music can enhance learning and memory. However, the mechanisms by which music modulates the neural activity associated with learning and memory remain largely unexplored. We evaluated coherent frontal oscillations in the electroencephalogram (EEG) while subjects were engaged in a modified version of Rey's Auditory Verbal Learning Test (AVLT). Subjects heard either a spoken version of the AVLT or the conventional AVLT word list sung. Learning-related changes in coherence (LRCC) were measured by comparing the EEG during word encoding on correctly recalled trials to the immediately preceding trial on which the same word was not recalled. There were no significant changes in coherence associated with conventional verbal learning. However, musical verbal learning was associated with increased coherence within and between left and right frontal areas in theta, alpha, and gamma frequency bands. It is unlikely that the different patterns of LRCC reflect general performance differences; the groups exhibited similar learning performance. The results suggest that verbal learning with a musical template strengthens coherent oscillations in frontal cortical networks involved in verbal encoding.

Is verbal episodic memory in elderly with amyloid deposits preserved through altered neuronal function?

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Ossenkoppele, Rik; Madison, Cindee; Oh, Hwamee; Wirth, Miranka; van Berckel, Bart N M; Jagust, William J

2014-08-01

A potential mechanism that enables intellectual preservation in cognitively normal elderly that harbor beta-amyloid (Aβ) pathology is heightened cerebral glucose metabolism. To investigate cross-sectional inter-relationships between Aβ, glucose metabolism, and cognition, 81 subjects (mean age: 75 ± 7 years) underwent [(11)C]Pittsburgh Compound-B and [(18)F]fluorodeoxyglucose positron emission tomography scans and neuropsychological testing. They were divided into low-Aβ (n = 53), intermediate-Aβ (n = 13) and high-Aβ (n = 15) groups as defined by their global cortical [(11)C]PIB retention. Glucose metabolism was assessed using a MetaROI mask that covers metabolically critical regions in Alzheimer's disease (AD) (i.e., posterior cingulate and bilateral angular and inferior temporal gyri). Previously validated factor scores for verbal and visual episodic memory, semantic memory, working memory, and executive functioning were used to evaluate cognitive performances. Greater Aβ deposition in the precuneus was associated with higher metabolic activity (at trend level) and lower visual episodic memory scores. Glucose metabolism did not correlate with cognition across all subjects. However, heightened metabolic activity was associated with better verbal episodic memory performance in subjects with elevated amyloid levels. This preliminary study suggests that neural compensation, as a manifestation of brain reserve, enables elderly supposedly on the path to AD, at least temporarily, to preserve cognitive function. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Screening applicants for risk of poor academic performance: a novel scoring system using preadmission grade point averages and graduate record examination scores.

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Luce, David

2011-01-01

The purpose of this study was to develop an effective screening tool for identifying physician assistant (PA) program applicants at highest risk for poor academic performance. Prior to reviewing applications for the class of 2009, a retrospective analysis of preadmission data took place for the classes of 2006, 2007, and 2008. A single composite score was calculated for each student who matriculated (number of subjects, N=228) incorporating the total undergraduate grade point average (UGPA), the science GPA (SGPA), and the three component Graduate Record Examination (GRE) scores: verbal (GRE-V), quantitative (GRE-Q), analytical (GRE-A). Individual applicant scores for each of the five parameters were ranked in descending quintiles. Each applicant's five quintile scores were then added, yielding a total quintile score ranging from 25, which indicated an excellent performance, to 5, which indicated poorer performance. Thirteen of the 228 students had academic difficulty (dismissal, suspension, or one-quarter on academic warning or probation). Twelve of the 13 students having academic difficulty had a preadmission total quintile score 12 (range, 6-14). In response to this descriptive analysis, when selecting applicants for the class of 2009, the admissions committee used the total quintile score for screening applicants for interviews. Analysis of correlations in preadmission, graduate, and postgraduate performance data for the classes of 2009-2013 will continue and may help identify those applicants at risk for academic difficulty. Establishing a threshold total quintile score of applicant GPA and GRE scores may significantly decrease the number of entering PA students at risk for poor academic performance.

Verbal and visual divergent thinking in aging.

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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.

Examining Method Effect of Synonym and Antonym Test in Verbal Abilities Measure

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Wahyu Widhiarso

2015-08-01

Full Text Available Many researchers have assumed that different methods could be substituted to measure the same attributes in assessment. Various models have been developed to accommodate the amount of variance attributable to the methods but these models application in empirical research is rare. The present study applied one of those models to examine whether method effects were presents in synonym and antonym tests. Study participants were 3,469 applicants to graduate school. The instrument used was the Graduate Academic Potential Test (PAPS, which includes synonym and antonym questions to measure verbal abilities. Our analysis showed that measurement models that using correlated trait–correlated methods minus one, CT-C(M–1, that separated trait and method effect into distinct latent constructs yielded slightly better values for multiple goodness-of-fit indices than one factor model. However, either for the synonym or antonym items, the proportion of variance accounted for by the method is smaller than trait variance. The correlation between factor scores of both methods is high (r = 0.994. These findings confirm that synonym and antonym tests represent the same attribute so that both tests cannot be treated as two unique methods for measuring verbal ability.

Examining Method Effect of Synonym and Antonym Test in Verbal Abilities Measure.

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Widhiarso, Wahyu; Haryanta

2015-08-01

Many researchers have assumed that different methods could be substituted to measure the same attributes in assessment. Various models have been developed to accommodate the amount of variance attributable to the methods but these models application in empirical research is rare. The present study applied one of those models to examine whether method effects were presents in synonym and antonym tests. Study participants were 3,469 applicants to graduate school. The instrument used was the Graduate Academic Potential Test (PAPS), which includes synonym and antonym questions to measure verbal abilities. Our analysis showed that measurement models that using correlated trait-correlated methods minus one, CT-C(M-1), that separated trait and method effect into distinct latent constructs yielded slightly better values for multiple goodness-of-fit indices than one factor model. However, either for the synonym or antonym items, the proportion of variance accounted for by the method is smaller than trait variance. The correlation between factor scores of both methods is high (r = 0.994). These findings confirm that synonym and antonym tests represent the same attribute so that both tests cannot be treated as two unique methods for measuring verbal ability.

Spanish normative studies in young adults (NEURONORMA young adults project): norms for verbal fluency tests.

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Casals-Coll, M; Sánchez-Benavides, G; Quintana, M; Manero, R M; Rognoni, T; Calvo, L; Palomo, R; Aranciva, F; Tamayo, F; Peña-Casanova, J

2013-01-01

Lexical fluency tests are frequently used in clinical practice to assess language and executive function. As part of the Spanish normative studies project in young adults (NEURONORMA young adults project), we provide age- and education-adjusted normative data for 3 semantic fluency tasks (animals, fruits and vegetables, and kitchen tools), three formal lexical fluency tasks (words beginning with P, M and R), three excluded-letter fluency tasks (words excluding A, E and S) and a verb fluency task. The sample consisted of 179 participants who are cognitively normal and range in age from 18 to 49 years. Tables are provided to convert raw scores to scaled scores. Age- and education-adjusted scores are provided by applying linear regression techniques. The results show that education impacted most of the verbal fluency test scores, with no effects related to age and only minimal effects related to sex. The norms obtained will be extremely useful in the clinical evaluation of young Spanish adults. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

The impact of verbal capacity on theory of mind in deaf and hard of hearing children.

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Levrez, Clovis; Bourdin, Beatrice; Le Driant, Barbara; D'Arc, Baudouin Forgeot; Vandromme, Luc

2012-01-01

Even when they have good language skills, many children with hearing loss lag several years behind hearing children in the ability to grasp beliefs of others. The researchers sought to determine whether this lag results from difficulty with the verbal demands of tasks or from conceptual delays. The researchers related children's performance on a nonverbal theory of mind task to their scores on verbal aptitude tests. Twelve French children (average age about 10 years) with severe to profound hearing loss and 12 French hearing children (average about 7 years) were evaluated. The children with hearing loss showed persistent difficulty with theory of mind tasks, even a nonverbal task, presenting results similar to those of hearing 6-year-olds. Also, the children with hearing loss showed a correlation between language level (lexical and morphosyntactic) and understanding of false beliefs. No such correlation was found in the hearing children.

Verbal working memory deficits predict levels of auditory hallucination in first-episode psychosis.

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Gisselgård, Jens; Anda, Liss Gøril; Brønnick, Kolbjørn; Langeveld, Johannes; Ten Velden Hegelstad, Wenche; Joa, Inge; Johannessen, Jan Olav; Larsen, Tor Ketil

2014-03-01

Auditory verbal hallucinations are a characteristic symptom in schizophrenia. Recent causal models of auditory verbal hallucinations propose that cognitive mechanisms involving verbal working memory are involved in the genesis of auditory verbal hallucinations. Thus, in the present study, we investigate the hypothesis that verbal working memory is a specific factor behind auditory verbal hallucinations. In the present study, we investigated the association between verbal working memory manipulation (Backward Digit Span and Letter-Number Sequencing) and auditory verbal hallucinations in a population study (N=52) of first episode psychosis. The degree of auditory verbal hallucination as reported in the P3-subscale of the PANSS interview was included as dependent variable using sequential multiple regression, while controlling for age, psychosis symptom severity, executive cognitive functions and simple auditory working memory span. Multiple sequential regression analyses revealed verbal working memory manipulation to be the only significant predictor of verbal hallucination severity. Consistent with cognitive data from auditory verbal hallucinations in healthy individuals, the present results suggest a specific association between auditory verbal hallucinations, and cognitive processes involving the manipulation of phonological representations during a verbal working memory task. Copyright © 2014 Elsevier B.V. All rights reserved.

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

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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…

The present status of the study on the validity of concurrent verbalization

International Nuclear Information System (INIS)

Watanabe, Megumi; Takahashi, Hideaki.

1993-09-01

We reviewed study on the validity of the method of verbal reports. The method of verbal reports gives us detailed information about human cognitive process as compared with observing a sequence of actions, while it is subjected to criticism for the validity as data. Ericsson and Simon proposed a model of verbalization and investigated conditions to keep verbal reports valid. Although a lot of studies quote their model as a base of adopting the method of verbal reports, verification the validity of verbal reports is incomplete because effects of verbalization is not clear. We pointed out that it is necessary to take into consideration kinds of task strategies, effects of trial repetition, effects of task difficulty to examine precisely effects of verbalization. (author)

Verbal memory and Performance IQ predict theory of mind and emotion recognition ability in children with autistic spectrum disorders and in psychiatric control children.

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Buitelaar, J K; van der Wees, M; Swaab-Barneveld, H; van der Gaag, R J

1999-09-01

This study was designed to examine the developmental and cognitive correlates of theory of mind (ToM) and emotion recognition ability in children with autism (N = 20), with pervasive developmental disorder-not otherwise specified (PDD-NOS) (N = 20), and in psychiatric control children (N = 20). The diagnostic groups were person-to-person matched on age and verbal IQ. The age of the children was between 8 and 18 years; their Full Scale IQ was at least 65. The test battery included tasks for the matching and the context recognition of emotional expressions, and a set of first- and second-order ToM tasks. The relationships between composite domain scores and the subjects' age, Verbal IQ, Performance IQ, verbal memory, visual memory, and gender were examined in bivariate and multivariate analyses. Further, the subjects who reliably and consistently passed the tasks of a domain and those who could not were compared on developmental and cognitive characteristics. Overall, the results of the various analyses converged and indicated that verbal memory, Performance IQ, age and gender were the best predictors of social cognitive ability.

Working memory still needs verbal rehearsal.

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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.

The Effect of English Verbal Songs on Connected Speech Aspects of Adult English Learners’ Speech Production

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Farshid Tayari Ashtiani

2015-02-01

Full Text Available The present study was an attempt to investigate the impact of English verbal songs on connected speech aspects of adult English learners’ speech production. 40 participants were selected based on the results of their performance in a piloted and validated version of NELSON test given to 60 intermediate English learners in a language institute in Tehran. Then they were equally distributed in two control and experimental groups and received a validated pretest of reading aloud and speaking in English. Afterward, the treatment was performed in 18 sessions by singing preselected songs culled based on some criteria such as popularity, familiarity, amount, and speed of speech delivery, etc. In the end, the posttests of reading aloud and speaking in English were administered. The results revealed that the treatment had statistically positive effects on the connected speech aspects of English learners’ speech production at statistical .05 level of significance. Meanwhile, the results represented that there was not any significant difference between the experimental group’s mean scores on the posttests of reading aloud and speaking. It was thus concluded that providing the EFL learners with English verbal songs could positively affect connected speech aspects of both modes of speech production, reading aloud and speaking. The Findings of this study have pedagogical implications for language teachers to be more aware and knowledgeable of the benefits of verbal songs to promote speech production of language learners in terms of naturalness and fluency. Keywords: English Verbal Songs, Connected Speech, Speech Production, Reading Aloud, Speaking

The Effect of Age and History of Recurrent Otitis Media on Dichotic Listening and Verbal Memory in Children.

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Jafari, Zahra; Malayeri, Saeed; Bahramian, Elahe

2016-12-01

To explore the possible effects of recurrent otitis media (ROM) in early childhood on binaural processing and verbal memory in school-aged children. Two hundred eleven children, including 31 children with and 180 children without a history of ROM, were examined. A dichotic digit test (DDT) and a forward and backward digit memory span test (DMST) were administered. A significant difference was observed between age groups among ROM-free children. The ROM-positive group earned significantly poorer results than the ROM-free group in all measurements, except for the right DDT (rDDT) score. Furthermore, a significant correlation was found between the DDT and EA scores with both DMST scores in the ROM-free group. The correlation between the rDDT and forward DMST scores was not significant in the ROM-positive group, and no significant correlation was observed between the EA score and either DMST score. Our findings support that a history of OM in early childhood based on a parental survey of children is associated with differences in DDT and DMST outcomes. © The Author(s) 2016.

When customers exhibit verbal aggression, employees pay cognitive costs.

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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.

Verbal behavior: The other reviews

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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

Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children's Vocabulary and Verbal Short-Term Memory.

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Meir, Natalia; Armon-Lotem, Sharon

2017-01-01

The current study explores the influence of socioeconomic status (SES) and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms "a child with low-SES" and "a child speaking a minority language" are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian). A total of 120 children (88 bilingual children: 44 with low SES; and 32 monolingual children: 16 with low SES) with typical language development, aged 5; 7-6; 7, were tested in the societal language (SL-Hebrew) on expressive vocabulary and three repetition tasks [forward digit span (FWD), nonword repetition (NWR), and sentence repetition (SRep)], which tap into verbal short-term memory. The results indicated that SES and bilingualism impact different child abilities. Bilingualism is associated with decreased vocabulary size and lower performance on verbal short-term memory tasks with higher linguistic load in the SL-Hebrew. The negative effect of bilingualism on verbal short-term memory disappears once vocabulary is accounted for. SES influences not only linguistic performance, but also verbal short-term memory with lowest linguistic load. The negative effect of SES cannot be solely attributed to lower vocabulary scores, suggesting that an unprivileged background has a negative impact on children's cognitive development beyond a linguistic disadvantage. The results have important clinical implications and call for more research exploring the varied impact of language and life experience on children's linguistic and cognitive skills.

Undergraduate grade point average and graduate record examination scores: the experience of one graduate nursing program.

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Newton, Sarah E; Moore, Gary

2007-01-01

Graduate nursing programs frequently use undergraduate grade point average (UGPA) and Graduate Record Examination (GRE) scores for admission decisions. The literature indicates that both UGPA and GRE scores are predictive of graduate school success, but that UGPA may be the better predictor. If that is so, one must ask if both are necessary for graduate nursing admission decisions. This article presents research on one graduate nursing program's experience with UGPA and GRE scores and offers a perspective regarding their continued usefulness for graduate admission decisions. Data from 120 graduate students were examined, and regression analysis indicated that UGPA significantly predicted GRE verbal and quantitative scores (p < .05). Regression analysis also determined a UGPA score above which the GRE provided little additional useful data for graduate nursing admission decisions.

Dissociating verbal and nonverbal audiovisual object processing.

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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.

Prosody Predicts Contest Outcome in Non-Verbal Dialogs.

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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.

Erroneous verbalizations and risk taking at video lotteries.

Science.gov (United States)

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.

Non-verbal communication barriers when dealing with Saudi sellers

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Yosra Missaoui

2015-12-01

Full Text Available Communication has a major impact on how customers perceive sellers and their organizations. Especially, the non-verbal communication such as body language, appearance, facial expressions, gestures, proximity, posture, eye contact that can influence positively or negatively the first impression of customers and their experiences in stores. Salespeople in many countries, especially the developing ones, are just telling about their companies’ products because they are unaware of the real role of sellers and the importance of non-verbal communication. In Saudi Arabia, the seller profession has been exclusively for foreign labor until 2006. It is very recently that Saudi workforce enters to the retailing sector as sellers. The non-verbal communication of those sellers has never been evaluated from consumer’s point of view. Therefore, the aim of this paper is to explore the non-verbal communication barriers that customers are facing when dealing with Saudi sellers. After discussing the non-verbal communication skills that sellers must have in the light of the previous academic research and the depth interviews with seven focus groups of Saudi customers, this study found that the Saudi customers were not totally satisfied with the current non-verbal communication skills of Saudi sellers. Therefore, it is strongly recommended to develop the non-verbal communication skills of Saudi sellers by intensive trainings, to distinguish more the appearance of their sellers, especially the female ones, to focus on the time of intervention as well as the proximity to customers.

Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory.

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Loukusa, Soile; Mäkinen, Leena; Kuusikko-Gauffin, Sanna; Ebeling, Hanna; Moilanen, Irma

2014-01-01

Social perception skills, such as understanding the mind and emotions of others, affect children's communication abilities in real-life situations. In addition to autism spectrum disorder (ASD), there is increasing knowledge that children with specific language impairment (SLI) also demonstrate difficulties in their social perception abilities. To compare the performance of children with SLI, ASD and typical development (TD) in social perception tasks measuring Theory of Mind (ToM) and emotion recognition. In addition, to evaluate the association between social perception tasks and language tests measuring word-finding abilities, knowledge of grammatical morphology and verbal working memory. Children with SLI (n = 18), ASD (n = 14) and TD (n = 25) completed two NEPSY-II subtests measuring social perception abilities: (1) Affect Recognition and (2) ToM (includes Verbal and non-verbal Contextual tasks). In addition, children's word-finding abilities were measured with the TWF-2, grammatical morphology by using the Grammatical Closure subtest of ITPA, and verbal working memory by using subtests of Sentence Repetition or Word List Interference (chosen according the child's age) of the NEPSY-II. Children with ASD scored significantly lower than children with SLI or TD on the NEPSY-II Affect Recognition subtest. Both SLI and ASD groups scored significantly lower than TD children on Verbal tasks of the ToM subtest of NEPSY-II. However, there were no significant group differences on non-verbal Contextual tasks of the ToM subtest of the NEPSY-II. Verbal tasks of the ToM subtest were correlated with the Grammatical Closure subtest and TWF-2 in children with SLI. In children with ASD correlation between TWF-2 and ToM: Verbal tasks was moderate, almost achieving statistical significance, but no other correlations were found. Both SLI and ASD groups showed difficulties in tasks measuring verbal ToM but differences were not found in tasks measuring non-verbal Contextual ToM. The

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

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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.

NEGOSIASI PENERJEMAHAN VERBAL - VISUAL DESAIN GRAFIS

OpenAIRE

Moeljadi Pranata

2000-01-01

Design is commonly regarded as an act of individual creation to which both verbalization and logical analysis are only peripherally relevant. This article reviews a research study about talking design by Tomes et al (1998) which involving graphic designers and their clients. The conclusion is that talking design -- verbal and visual -- is the design itself. Comments from a design-major student give more light to the research s outputs. Abstract in Bahasa Indonesia : Desain umumnya dipandang s...

How verbal memory loads consume attention

OpenAIRE

Chen, Zhijian; Cowan, Nelson

2009-01-01

According to a traditional assumption about working memory, participants retain a series of verbal items for immediate recall using covert verbal rehearsal, without much need for attention. We reassessed this assumption by imposing a speeded, nonverbal choice reaction time (CRT) task following the presentation of each digit in a list to be recalled. When the memory load surpassed a few items, performance on the speeded CRT task became increasingly impaired. This CRT task impairment depended o...

Musical and verbal semantic memory: two distinct neural networks?

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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.

Factors Influencing the Accuracy of Verbal Reports of Conversational Behavior.

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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)

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

Science.gov (United States)

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…

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

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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.

Using neuroplasticity-based auditory training to improve verbal memory in schizophrenia.

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

2009-07-01

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. 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. 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. 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.

Gender differences in verbal learning in older participants

NARCIS (Netherlands)

Hogervorst, E.; Rahardjo, T.B.; Brayne, C.; Henderson, W.; Jolles, J.

2012-01-01

Gender differences in cognitive function may diminish with age. We investigated gender and gender-by-age interactions in relation to verbal learning. Cross-sectional data were available from seven cohorts. Meta-analyses indicated that overall verbal learning favored women. Performance declined with

Event-governed and verbally-governed behavior

OpenAIRE

Vargas, Ernest A.

1988-01-01

A number of statements prescribe behavior: apothegms, maxims, proverbs, instructions, and so on. These differing guides to conduct present varieties of the dictionary definition of “rules.” The term “rules” thus defines a category of language usage. Such a term, and its derivative, “rule-governed,” does not address a controlling relation in the analysis of verbal behavior. The prevailing confounding of a category of language with a category of verbal behavior appears related to a lack of unde...

Toward a functional analysis of private verbal self-regulation.

OpenAIRE

Taylor, I; O'Reilly, M F

1997-01-01

We developed a methodology, derived from the theoretical literatures on rule-governed behavior and private events, to experimentally investigate the relationship between covert verbal self-regulation and nonverbal behavior. The methodology was designed to assess whether (a) nonverbal behavior was under the control of covert rules and (b) verbal reports of these rules were functionally equivalent to the covert rules that control non-verbal behavior. The research was conducted in the context of...

Cognitive Training and Work Therapy for the Treatment of Verbal Learning and Memory Deficits in Veterans With Alcohol Use Disorders.

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

2016-01-01

This study focused on the efficacy of cognitive training for verbal learning and memory deficits in a population of older veterans with alcohol use disorders. Veterans with alcohol use disorders, who were in outpatient treatment at VA facilities and in early-phase recovery (N = 31), were randomized to receive a three-month trial of daily cognitive training plus work therapy (n = 15) or work therapy alone (n = 16), along with treatment as usual. Participants completed assessments at baseline and at three- and six-month follow-ups; the Hopkins Verbal Learning Task (HVLT) was the primary outcome measure. Participants were primarily male (97%) and in their mid-50s (M = 55.16, SD = 5.16) and had been sober for 1.64 (SD = 2.81) months. Study retention was excellent (91% at three-month follow-up) and adherence to treatment in both conditions was very good. On average, participants in the cognitive training condition had more than 41 hours of cognitive training, and both conditions had more than 230 hours of productive activity. HVLT results at three-month follow-up revealed significant condition effects favoring cognitive training for verbal learning (HVLT Trial-3 T-score, p cognitive training condition with clinically significant verbal memory deficits (p therapy alone condition and a trend toward significance for verbal learning deficits, which was not sustained at six-month follow-up. This National Institute on Drug Abuse-funded pilot study demonstrates that cognitive training within the context of another activating intervention (work therapy) may have efficacy in remediating verbal learning and memory deficits in patients with alcohol use disorder. Findings indicate a large effect for cognitive training in this pilot study, which suggests that further research is warranted. This study is registered on ClinicalTrials.gov (NCT 01410110).

Verbal learning changes in older adults across 18 months.

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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.

Mathematics as verbal behavior.

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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.

Predicting factors of verbal fluency and the effects of stereotype threat and boost

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2015-09-01

Full Text Available Aims: Verbal Fluency (VF tasks are often utilised to assist in the neuropsychological assessment of cognitive impairment and diagnosis of cognitive disorders. VF performance can also provide information about an individual’s vocabulary and speed of cognitive processes. In order to further develop our understanding of predictors of VF, this study explored how age, education and time spent reading and writing can affect performance. Furthermore, this study investigated the effects of a stereotype threat (STT or boost (STB. Method: VF tasks (pre and post stereotype manipulation were administrated to 30 adults with 15 receiving a STT and 15 receiving a STB. The stereotype threat/boost was activated by informing participants that they read and wrote less/more than their peers. Results: Medium to strong positive correlations (with some being significant were found between education level and both the number of words generated and with word commonality scores (i.e. how common the words were for these participants. Negative medium to weak correlations were found between age and both the number of words generated and with commonality scores. There was also a significant interaction showing that the words generated by a category prompt were less common following a STB and more common following a STT. Conclusions: These results support those of previous literature in regards to the respective impacts of education and age on VF. Furthermore, the impacts found of age and education on the commonality of words generated provides information on the nature of their influences. Lastly, the present study sheds light on the potential effects of STT and STB on verbal fluency.

Does verbal abuse leave deeper scars: a study of children and parents.

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Ney, P G

1987-06-01

This study investigating the effects of verbal abuse on children and their abused parents, tends to support the clinical impression that verbal abuse may have a greater impact for a longer period of time. Although there are very few pure forms of verbal abuse, there are some parents who use verbal abuse but would hit their children, neglect them, or involve them in sex. Verbal abuse may become an increasingly frequent form of controlling and disciplining children because of the increased awareness of physical abuse and because of the possible declining value of children. Verbal abuse may have a greater impact because the abused child has greater difficulty defending himself from the attack. Because children tend to identify with their parents, the verbal abuse by their parents becomes a way in which they then abuse themselves.

A Meta-study of musicians' non-verbal interaction

DEFF Research Database (Denmark)

Jensen, Karl Kristoffer; Marchetti, Emanuela

2010-01-01

interruptions. Hence, despite the fact that the skill to engage in a non-verbal interaction is described as tacit knowledge, it is fundamental for both musicians and teachers (Davidson and Good 2002). Typical observed non-verbal cues are for example: physical gestures, modulations of sound, steady eye contact...

Verbal communication of semantic content in products

DEFF Research Database (Denmark)

Lenau, Torben Anker; Boelskifte, Per

2005-01-01

The purpose of the present research work is to explore how precise verbal communication can capture the semantic content of physical products. The paper presents an overview of the background and work done so far. Furthermore are ideas for future work discussed. The background includes the increa......The purpose of the present research work is to explore how precise verbal communication can capture the semantic content of physical products. The paper presents an overview of the background and work done so far. Furthermore are ideas for future work discussed. The background includes...... a number of the selected terms seem to have several interpretations causing ambiguous information. The work also suggests that more emphasis is needed in design education on training precise verbal communication concerning semantic contents in products....

Verbal Memory Impairment in Polydrug Ecstasy Users: A Clinical Perspective.

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Kim P C Kuypers

Full Text Available Ecstasy use has been associated with short-term and long-term memory deficits on a standard Word Learning Task (WLT. The clinical relevance of this has been debated and is currently unknown. The present study aimed at evaluating the clinical relevance of verbal memory impairment in Ecstasy users. To that end, clinical memory impairment was defined as decrement in memory performance that exceeded the cut-off value of 1.5 times the standard deviation of the average score in the healthy control sample. The primary question was whether being an Ecstasy user (E-user was predictive of having clinically deficient memory performance compared to a healthy control group.WLT data were pooled from four experimental MDMA studies that compared memory performance during placebo and MDMA intoxication. Control data were taken from healthy volunteers with no drug use history who completed the WLT as part of a placebo-controlled clinical trial. This resulted in a sample size of 65 E-users and 65 age- and gender-matched healthy drug-naïve controls. All participants were recruited by similar means and were tested at the same testing facilities using identical standard operating procedures. Data were analyzed using linear mixed-effects models, Bayes factor, and logistic regressions.Findings were that verbal memory performance of placebo-treated E-users did not differ from that of controls, and there was substantial evidence in favor of the null hypothesis. History of use was not predictive of memory impairment. During MDMA intoxication of E-users, verbal memory was impaired.The combination of the acute and long-term findings demonstrates that, while clinically relevant memory impairment is present during intoxication, it is absent during abstinence. This suggests that use of Ecstasy/MDMA does not lead to clinically deficient memory performance in the long term. Additionally, it has to be investigated whether the current findings apply to more complex cognitive

Verbal Memory Impairment in Polydrug Ecstasy Users: A Clinical Perspective.

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Kuypers, Kim P C; Theunissen, Eef L; van Wel, Janelle H P; de Sousa Fernandes Perna, Elizabeth B; Linssen, Anke; Sambeth, Anke; Schultz, Benjamin G; Ramaekers, Johannes G

2016-01-01

Ecstasy use has been associated with short-term and long-term memory deficits on a standard Word Learning Task (WLT). The clinical relevance of this has been debated and is currently unknown. The present study aimed at evaluating the clinical relevance of verbal memory impairment in Ecstasy users. To that end, clinical memory impairment was defined as decrement in memory performance that exceeded the cut-off value of 1.5 times the standard deviation of the average score in the healthy control sample. The primary question was whether being an Ecstasy user (E-user) was predictive of having clinically deficient memory performance compared to a healthy control group. WLT data were pooled from four experimental MDMA studies that compared memory performance during placebo and MDMA intoxication. Control data were taken from healthy volunteers with no drug use history who completed the WLT as part of a placebo-controlled clinical trial. This resulted in a sample size of 65 E-users and 65 age- and gender-matched healthy drug-naïve controls. All participants were recruited by similar means and were tested at the same testing facilities using identical standard operating procedures. Data were analyzed using linear mixed-effects models, Bayes factor, and logistic regressions. Findings were that verbal memory performance of placebo-treated E-users did not differ from that of controls, and there was substantial evidence in favor of the null hypothesis. History of use was not predictive of memory impairment. During MDMA intoxication of E-users, verbal memory was impaired. The combination of the acute and long-term findings demonstrates that, while clinically relevant memory impairment is present during intoxication, it is absent during abstinence. This suggests that use of Ecstasy/MDMA does not lead to clinically deficient memory performance in the long term. Additionally, it has to be investigated whether the current findings apply to more complex cognitive measures in diverse

Pain intensity among institutionalized elderly: a comparison between numerical scales and verbal descriptors

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Lílian Varanda Pereira

2015-10-01

Full Text Available AbstractOBJECTIVECorrelating two unidimensional scales for measurement of self-reported pain intensity for elderly and identifying a preference for one of the scales.METHODA study conducted with 101 elderly people living in Nursing Home who reported any pain and reached ( 13 the scores on the Mini-Mental State Examination. A Numeric Rating Scale - (NRS of 11 points and a Verbal Descriptor Scale (VDS of five points were compared in three evaluations: overall, at rest and during movement.RESULTSWomen were more representative (61.4% and the average age was 77.0±9.1 years. NRS was completed by 94.8% of the elderly while VDS by 100%. The association between the mean scores of NRS with the categories of VDS was significant, indicating convergent validity and a similar metric between the scales.CONCLUSIONPain measurements among institutionalized elderly can be made by NRS and VDS; however, the preferred scale for the elderly was the VDS, regardless of gender.

Polish Listening SPAN: A new tool for measuring verbal working memory

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Katarzyna Zychowicz

2017-12-01

Full Text Available Individual differences in second language acquisition (SLA encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.

PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS

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Looi-Chin Ch’ng

2014-12-01

Full Text Available Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

Non-Verbal Communication in Children with Visual Impairment

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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…

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

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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

Designing and standardization of Persian version of verbal fluency test among Iranian bilingual (Turkish-Persian adolescents

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Ayyoub Malek

2013-08-01

Full Text Available BACKGROUND: The present study aims to design and standardize the verbal fluency test (VFT among bilingual (Turkish-Persian adolescents in Tabriz, Iran. METHODS: In the designing stage, 190 adolescents who were already selected randomly from among the guidance and high school students in Tabriz were classified into three age groups (11-12, 13-15, 16-18. The screening test including 33 Persian letters and three ‘animal’, ‘fruit’, and ‘supermarket stuff’ categories, and SDQ was administered to them. The results were the three letters ‘M’, ‘D’, and ‘B’ for phonological fluency, and two ‘animal’ and ‘supermarket stuff’ categories for semantic fluency in the Persian language. In the standardization stage, the letters and categories specified in the designing stage were administered in the same order to 302 adolescents. Moreover, 28 adolescents diagnosed with ADHD were selected to estimate the discriminant validity of VFT. RESULTS: Pearson correlation coefficient between test-retest of the three letters ‘M’, ‘D’, and ‘B’ for phonological fluency were estimated at 0.67, 0.66, and 0.75, respectively. Furthermore, for the two categories of ‘animal’ and ‘supermarket stuff’ it was estimated to be 0.80 and 0.65, respectively. All these amounts were significant (P < 0.01. The discriminant validity, which was estimated through comparison between the scores of normal and ADHD adolescents, showed that the obtained t value for all indices except for the letter ‘B’ was meaningful. The results of MANOVA between two gender groups were significant at P < 0.05 for three ‘M’, ‘D’, and ‘B’ variables of verbal fluency and ‘animal’ semantic fluency. In both verbal and semantic fluency the mean of subjects’ performance scores showed that females outperformed males. CONCLUSIONS: The findings of the current study indicated that VFT is reliable in the studied sample group, and has a valid psychometric

The Development of Verbal Relations in Analogical Reasonings.

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Sternberg, Robert J.; Nigro, Georgia

A six-process theory of analogical reasoning was tested by administering verbal analogy items to students in grades 3 through college. The items were classified according to five verbal relations: synonyms, antonyms, functional, linear ordering, and class membership. A new method of componential analysis that does not require precueing was used to…

The Effects of Musical Training on Verbal Memory

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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…

Comunicação verbal e não verbal de mãe cega e com limitação motora durante alimentação da criança Comunicación verbal y no verbal de madre ciega y con limitación motora durante la alimentación delniño Verbal and nonverbal communication of a blind mother with limited dexterity during infant feeding

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Giselly Oseni Laurentino Barbosa

2011-01-01

Full Text Available OBJETIVO: Analisar a comunicação verbal e não verbal, de mãe cega e com limitação motora com o filho e enfermeira durante alimentação da criança. MÉTODOS: Estudo exploratório, descritivo, tipo estudo de caso, com abordagem quantitativa realizado no ano de 2009. As entrevistas foram gravadas, filmadas e analisadas por três avaliadores. RESULTADOS: Os resultados da comunicação verbal mostraram a predominância da mãe como destinatária e a utilização da função emotiva nas verbalizações com a criança, e a comunicação não verbal mostrou a prevalência da distância íntima entre mãe/filho, da pessoal entre mãe/enfermeira e da postura sentada. Houve pouco contato face a face e sobressaíram-se os contatos físicos com a criança. CONCLUSÃO: A mãe não sofreu prejuízos verbais no estabelecimento de seu processo comunicativo. A distância facilitou a interação mãe com o bebê e com a profissional.OBJETIVO: Analizar la comunicación verbal y no verbal, de madre ciega y con limitación motora con el hijo y la enfermera durante la alimentación del niño. MÉTODOS: Estudio exploratorio, descriptivo, tipo estudio de caso, con abordaje cuantitativo realizado en el año 2009. Las entrevistas fueron grabadas, filmadas y analizadas por tres evaluadores. RESULTADOS: Los resultados de la comunicación verbal mostraron el predominio de la madre como destinataria y la utilización de la función emotiva en las verbalizaciones con el niño, y la comunicación no verbal mostró la prevalencia de la distancia íntima entre madre/hijo, de la personal entre madre/enfermera y de la postura sentada. Hubo poco contacto cara a cara y sobresalieron los contactos físicos con el niño. CONCLUSIÓN: La madre no sufrió prejuicios verbales en el establecimiento de su proceso comunicativo. La distancia facilitó la interacción de la madre con el bebé y con la profesional.OBJECTIVE: To analyze the verbal and nonverbal communication, of the

Efeitos de contingências de punição sobre os desempenhos verbal e não verbal

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Elisa Tavares Sanabio

Full Text Available O presente estudo investigou a influência de contingências de punição sobre os desempenhos verbal (resposta de relato e não verbal (resposta de escolha. Estudantes universitários foram expostos a uma tarefa de escolha de acordo com o modelo. Após a resposta de escolha, a pergunta "Você acertou?" era apresentada e o participante deveria emitir a resposta de relato, indicando uma dentre duas alternativas, "SIM" e "NÃO". No Experimento 1, o feedback "Incorreto. Você perdeu 1 ponto" foi programado para a resposta de relato e, no Experimento 2, o feedback foi contingente à resposta de escolha. No Experimento 1, o feedback exerceu funções punitivas sobre a resposta de relato e, na maioria das condições, não afetou a resposta de escolha. No Experimento 2, o feedback não exerceu controle sobre a resposta de escolha, embora tenha influenciado as respostas de relato. Esses resultados sugerem que os desempenhos verbal e não verbal são funcionalmente independentes. O presente estudo evidencia o caráter operante do relato e, ao identificar possíveis variáveis de controle desse comportamento, contribui para uma maior fidedignidade dos dados obtidos por meio de auto-relatos.

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

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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.

Nonspecific Verbal Cues Alleviate Forgetting by Young Children

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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…

Interference with olfactory memory by visual and verbal tasks.

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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.

Assessment of Nonverbal and Verbal Apraxia in Patients with Parkinson’s Disease

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Monia Presotto

2015-01-01

Full Text Available 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.

Los mediadores desde la perspectiva del lenguaje no verbal

OpenAIRE

López Viera, Laura

2015-01-01

[ES] Tal y como argumentó Mehrabian (1972) en sus investigaciones: En la contribución no verbal recae el 55% del peso del proceso comunicativo del ser humano, un 38% a la voz (entonación, latencia, ritmo...) y tan sólo un 7% pertenece al lenguaje verbal o articulado. Es por ello que antes de entrar a la sala de la mediación, es primordial dominar las técnicas del lenguaje no verbal y así comprender más y mejor a los mediados. 

FMS Scores Change With Performers' Knowledge of the Grading Criteria-Are General Whole-Body Movement Screens Capturing "Dysfunction"?

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Frost, David M; Beach, Tyson A C; Callaghan, Jack P; McGill, Stuart M

2015-11-01

Deficits in joint mobility and stability could certainly impact individuals' Functional Movement Screen (FMS) scores; however, it is also plausible that the movement patterns observed are influenced by the performers' knowledge of the grading criteria. Twenty-one firefighters volunteered to participate, and their FMS scores were graded before and immediately after receiving knowledge of the movement patterns required to achieve a perfect score on the FMS. Standardized verbal instructions were used to administer both screens, and the participants were not provided with any coaching or feedback. Time-synchronized sagittal and frontal plane videos were used to grade the FMS. The firefighters significantly (p injury risk.

Disciplining young children: the role of verbal instructions and reasoning.

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Blum, N J; Williams, G E; Friman, P C; Christophersen, E R

1995-08-01

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

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

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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.

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

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FATEMEH BAMBAEEROO

2017-04-01

Full Text Available 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

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

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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

Estudio de la comunicación verbal y no verbal y aplicación al discurso político

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Ruano Flores, María de las Mercedes

2014-01-01

El trabajo está estructurado en dos apartados teóricos y un apartado práctico. El primer apartado teórico se centra en el estudio de la comunicación verbal y en el proceso de comunicación, y el segundo apartado se centra en la comunicación no verbal. En el apartado práctico encontramos la aplicación de los conocimientos al discurso político

Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children’s Vocabulary and Verbal Short-Term Memory

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Meir, Natalia; Armon-Lotem, Sharon

2017-01-01

The current study explores the influence of socioeconomic status (SES) and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms “a child with low-SES” and “a child speaking a minority language” are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian). A total of 120 children (88 bilingual children: 44 with low SES; and 32 monolingual children: 16 with low SES) with typical language development, aged 5; 7–6; 7, were tested in the societal language (SL-Hebrew) on expressive vocabulary and three repetition tasks [forward digit span (FWD), nonword repetition (NWR), and sentence repetition (SRep)], which tap into verbal short-term memory. The results indicated that SES and bilingualism impact different child abilities. Bilingualism is associated with decreased vocabulary size and lower performance on verbal short-term memory tasks with higher linguistic load in the SL-Hebrew. The negative effect of bilingualism on verbal short-term memory disappears once vocabulary is accounted for. SES influences not only linguistic performance, but also verbal short-term memory with lowest linguistic load. The negative effect of SES cannot be solely attributed to lower vocabulary scores, suggesting that an unprivileged background has a negative impact on children’s cognitive development beyond a linguistic disadvantage. The results have important clinical implications and call for more research exploring the varied impact of language and life experience on children’s linguistic and cognitive skills. PMID:28890706

Independent and Combined Effects of Socioeconomic Status (SES and Bilingualism on Children’s Vocabulary and Verbal Short-Term Memory

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Natalia Meir

2017-08-01

Full Text Available The current study explores the influence of socioeconomic status (SES and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms “a child with low-SES” and “a child speaking a minority language” are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian. A total of 120 children (88 bilingual children: 44 with low SES; and 32 monolingual children: 16 with low SES with typical language development, aged 5; 7–6; 7, were tested in the societal language (SL-Hebrew on expressive vocabulary and three repetition tasks [forward digit span (FWD, nonword repetition (NWR, and sentence repetition (SRep], which tap into verbal short-term memory. The results indicated that SES and bilingualism impact different child abilities. Bilingualism is associated with decreased vocabulary size and lower performance on verbal short-term memory tasks with higher linguistic load in the SL-Hebrew. The negative effect of bilingualism on verbal short-term memory disappears once vocabulary is accounted for. SES influences not only linguistic performance, but also verbal short-term memory with lowest linguistic load. The negative effect of SES cannot be solely attributed to lower vocabulary scores, suggesting that an unprivileged background has a negative impact on children’s cognitive development beyond a linguistic disadvantage. The results have important clinical implications and call for more research exploring the varied impact of language and life experience on children’s linguistic and cognitive skills.

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

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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 communication (P 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.

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

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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

Boosting Vocabulary Learning by Verbal Cueing During Sleep.

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Schreiner, Thomas; Rasch, Björn

2015-11-01

Reactivating memories during sleep by re-exposure to associated memory cues (e.g., odors or sounds) improves memory consolidation. Here, we tested for the first time whether verbal cueing during sleep can improve vocabulary learning. We cued prior learned Dutch words either during non-rapid eye movement sleep (NonREM) or during active or passive waking. Re-exposure to Dutch words during sleep improved later memory for the German translation of the cued words when compared with uncued words. Recall of uncued words was similar to an additional group receiving no verbal cues during sleep. Furthermore, verbal cueing failed to improve memory during active and passive waking. High-density electroencephalographic recordings revealed that successful verbal cueing during NonREM sleep is associated with a pronounced frontal negativity in event-related potentials, a higher frequency of frontal slow waves as well as a cueing-related increase in right frontal and left parietal oscillatory theta power. Our results indicate that verbal cues presented during NonREM sleep reactivate associated memories, and facilitate later recall of foreign vocabulary without impairing ongoing consolidation processes. Likewise, our oscillatory analysis suggests that both sleep-specific slow waves as well as theta oscillations (typically associated with successful memory encoding during wakefulness) might be involved in strengthening memories by cueing during sleep. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

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

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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

Parts of Speech in Non-typical Function: (Asymmetrical Encoding of Non-verbal Predicates in Erzya

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Rigina Turunen

2011-01-01

Full Text Available Erzya non-verbal conjugation refers to symmetric paradigms in which non-verbal predicates behave morphosyntactically in a similar way to verbal predicates. Notably, though, non-verbal conjugational paradigms are asymmetric, which is seen as an outcome of paradigmatic neutralisation in less frequent/less typical contexts. For non-verbal predicates it is not obligatory to display the same amount of behavioural potential as it is for verbal predicates, and the lexical class of non-verbal predicate operates in such a way that adjectival predicates are more likely to be conjugated than nominals. Further, besides symmetric paradigms and constructions, in Erzya there are non-verbal predicate constructions which display a more overt structural encoding than do verbal ones, namely, copula constructions. Complexity in the domain of non-verbal predication in Erzya decreases the symmetry of the paradigms. Complexity increases in asymmetric constructions, as well as in paradigmatic neutralisation when non-verbal predicates cannot be inflected in all the tenses and moods occurring in verbal predication. The results would be the reverse if we were to measure complexity in terms of the morphological structure. The asymmetric features in non-verbal predication are motivated language-externally, because non-verbal predicates refer to states and occur less frequently as predicates than verbal categories. The symmetry of the paradigms and constructions is motivated language-internally: a grammatical system with fewer rules is economical.

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

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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.

Guidelines for Teaching Non-Verbal Communications Through Visual Media

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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)

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

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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.

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

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Jenessa S Price

Full Text Available 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.

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

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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.

Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition

OpenAIRE

Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna

2014-01-01

Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2 years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3 years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9 months, were scored using Interest Level Sco...

Cross-cultural features of gestures in non-verbal communication

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Chebotariova N. A.

2017-09-01

Full Text Available this article is devoted to analysis of the concept of non-verbal communication and ways of expressing it. Gesticulation is studied in detail as it is the main element of non-verbal communication and has different characteristics in various countries of the world.

From SOLER to SURETY for effective non-verbal communication.

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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.

Nonverbal and verbal emotional expression and health.

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Berry, D S; Pennebaker, J W

1993-01-01

The spontaneous nonverbal expression of emotion is related to immediate reductions in autonomic nervous system activity. Similar changes in specific autonomic channels occur when individuals are encouraged to verbally express their emotions. Indeed, these physiological changes are most likely to occur among individuals who are either verbally or nonverbally highly expressive. These data suggest that when individuals must actively inhibit emotional expression, they are at increased risk for a variety of health problems. Several experiments are summarized which indicate that verbally expressing traumatic experiences by writing or talking improves physical health, enhances immune function, and is associated with fewer medical visits. Although less research is available regarding nonverbal expression, it is also likely that the nonverbal expression of emotion bears some relation to health status. We propose that the effectiveness of many common expressive therapies (e.g., art, music, cathartic) would be enhanced if clients are encouraged to both express their feelings nonverbally and to put their experiences into words.

Verbal memory retrieval engages visual cortex in musicians.

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Huang, Z; Zhang, J X; Yang, Z; Dong, G; Wu, J; Chan, A S; Weng, X

2010-06-16

As one major line of research on brain plasticity, many imaging studies have been conducted to identify the functional and structural reorganization associated with musical expertise. Based on previous behavioral research, the present study used functional magnetic resonance imaging to identify the neural correlates of superior verbal memory performance in musicians. Participants with and without musical training performed a verbal memory task to first encode a list of words auditorily delivered and then silently recall as many words as possible. They performed in separate blocks a control task involving pure tone pitch judgment. Post-scan recognition test showed better memory performance in musicians than non-musicians. During memory retrieval, the musicians showed significantly greater activations in bilateral though left-lateralized visual cortex relative to the pitch judgment baseline. In comparison, no such visual cortical activations were found in the non-musicians. No group differences were observed during the encoding stage. The results echo a previous report of visual cortical activation during verbal memory retrieval in the absence of any visual sensory stimulation in the blind population, who are also known to possess superior verbal memory. It is suggested that the visual cortex can be recruited to serve as extra memory resources and contributes to the superior verbal memory in special situations. While in the blind population, such cross-modal functional reorganization may be induced by sensory deprivation; in the musicians it may be induced by the long-term and demanding nature of musical training to use as much available neural resources as possible. 2010 IBRO. Published by Elsevier Ltd. All rights reserved.

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

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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).

Cerebrocerebellar networks during articulatory rehearsal and verbal working memory tasks.

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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.

Computerized Analysis of Verbal Fluency: Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury.

Directory of Open Access Journals (Sweden)

David L Woods

Full Text Available In verbal fluency (VF tests, subjects articulate words in a specified category during a short test period (typically 60 s. Verbal fluency tests are widely used to study language development and to evaluate memory retrieval in neuropsychiatric disorders. Performance is usually measured as the total number of correct words retrieved. Here, we describe the properties of a computerized VF (C-VF test that tallies correct words and repetitions while providing additional lexical measures of word frequency, syllable count, and typicality. In addition, the C-VF permits (1 the analysis of the rate of responding over time, and (2 the analysis of the semantic relationships between words using a new method, Explicit Semantic Analysis (ESA, as well as the established semantic clustering and switching measures developed by Troyer et al. (1997. In Experiment 1, we gathered normative data from 180 subjects ranging in age from 18 to 82 years in semantic ("animals" and phonemic (letter "F" conditions. The number of words retrieved in 90 s correlated with education and daily hours of computer-use. The rate of word production declined sharply over time during both tests. In semantic conditions, correct-word scores correlated strongly with the number of ESA and Troyer-defined semantic switches as well as with an ESA-defined semantic organization index (SOI. In phonemic conditions, ESA revealed significant semantic influences in the sequence of words retrieved. In Experiment 2, we examined the test-retest reliability of different measures across three weekly tests in 40 young subjects. Different categories were used for each semantic ("animals", "parts of the body", and "foods" and phonemic (letters "F", "A", and "S" condition. After regressing out the influences of education and computer-use, we found that correct-word z-scores in the first session did not differ from those of the subjects in Experiment 1. Word production was uniformly greater in semantic than

Emotional Intelligence and Mismatching Expressive and Verbal Messages: A Contribution to Detection of Deception

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Wojciechowski, Jerzy; Stolarski, Maciej; Matthews, Gerald

2014-01-01

Processing facial emotion, especially mismatches between facial and verbal messages, is believed to be important in the detection of deception. For example, emotional leakage may accompany lying. Individuals with superior emotion perception abilities may then be more adept in detecting deception by identifying mismatch between facial and verbal messages. Two personal factors that may predict such abilities are female gender and high emotional intelligence (EI). However, evidence on the role of gender and EI in detection of deception is mixed. A key issue is that the facial processing skills required to detect deception may not be the same as those required to identify facial emotion. To test this possibility, we developed a novel facial processing task, the FDT (Face Decoding Test) that requires detection of inconsistencies between facial and verbal cues to emotion. We hypothesized that gender and ability EI would be related to performance when cues were inconsistent. We also hypothesized that gender effects would be mediated by EI, because women tend to score as more emotionally intelligent on ability tests. Data were collected from 210 participants. Analyses of the FDT suggested that EI was correlated with superior face decoding in all conditions. We also confirmed the expected gender difference, the superiority of high EI individuals, and the mediation hypothesis. Also, EI was more strongly associated with facial decoding performance in women than in men, implying there may be gender differences in strategies for processing affective cues. It is concluded that integration of emotional and cognitive cues may be a core attribute of EI that contributes to the detection of deception. PMID:24658500

Emotional intelligence and mismatching expressive and verbal messages: a contribution to detection of deception.

Directory of Open Access Journals (Sweden)

Jerzy Wojciechowski

Full Text Available Processing facial emotion, especially mismatches between facial and verbal messages, is believed to be important in the detection of deception. For example, emotional leakage may accompany lying. Individuals with superior emotion perception abilities may then be more adept in detecting deception by identifying mismatch between facial and verbal messages. Two personal factors that may predict such abilities are female gender and high emotional intelligence (EI. However, evidence on the role of gender and EI in detection of deception is mixed. A key issue is that the facial processing skills required to detect deception may not be the same as those required to identify facial emotion. To test this possibility, we developed a novel facial processing task, the FDT (Face Decoding Test that requires detection of inconsistencies between facial and verbal cues to emotion. We hypothesized that gender and ability EI would be related to performance when cues were inconsistent. We also hypothesized that gender effects would be mediated by EI, because women tend to score as more emotionally intelligent on ability tests. Data were collected from 210 participants. Analyses of the FDT suggested that EI was correlated with superior face decoding in all conditions. We also confirmed the expected gender difference, the superiority of high EI individuals, and the mediation hypothesis. Also, EI was more strongly associated with facial decoding performance in women than in men, implying there may be gender differences in strategies for processing affective cues. It is concluded that integration of emotional and cognitive cues may be a core attribute of EI that contributes to the detection of deception.

Seeing Cells: Teaching the Visual/Verbal Rhetoric of Biology

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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…

The arcuate fasciculus network and verbal deficits in psychosis

Directory of Open Access Journals (Sweden)

Kenney Joanne P.M.

2017-11-01

Full Text Available Verbal learning (VL and fluency (VF are prominent cognitive deficits in psychosis, of which the precise neuroanatomical contributions are not fully understood. We investigated the arcuate fasciculus (AF and its associated cortical regions to identify structural abnormalities contributing to these verbal impairments in early stages of psychotic illness.

Memory, verbal fluency, and response inhibition in normal aging

Directory of Open Access Journals (Sweden)

Gaurav Thapliyal

2016-01-01

Full Text Available Background: The concepts of aging-related cognitive changes have appeared to be a major challenge in the society. In this context, the present study was planned to find out the functioning of aging population on different neurocognitive measures. Aims: The aim of the study was to find out the neurocognitive functioning, namely memory, verbal fluency, and response inhibition of normal aging population. Materials and Methods: Following purposive sampling technique, a total of 50 healthy subjects (30 males and 20 females in the age range of 60-70 years were recruited from Jaipur city of Rajasthan. Mini-mental state Examination, PGI memory scale, animal names test, and Stroop test were administered. Results: The findings reveal dysfunction in almost all the domains of memory, namely mental balance, attention and concentration, delayed recall, verbal retention for dissimilar pairs, visual retention and recognition, immediate recall, verbal retention for similar pairs, and visual retention. In domain of verbal fluency, all subjects gave low responses on the animal names test. In domain of response inhibition, all the subjects took less time in color test as compared to color word test on the Stroop task. Conclusions: Findings suggest that there are dysfunction in the area of memory, verbal fluency, and response inhibition in persons aged 60-70 years. However, recent and remote memory were found to be intact.

Verbal-spatial IQ discrepancies impact brain activation associated with the resolution of cognitive conflict in children and adolescents.

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Margolis, Amy E; Davis, Katie S; Pao, Lisa S; Lewis, Amy; Yang, Xiao; Tau, Gregory; Zhao, Guihu; Wang, Zhishun; Marsh, Rachel

2018-03-01

Verbal-spatial discrepancies are common in healthy individuals and in those with neurodevelopmental disorders associated with cognitive control deficits including: Autism Spectrum Disorder, Non-Verbal Learning Disability, Fragile X, 22q11 deletion, and Turner Syndrome. Previous data from healthy individuals suggest that the magnitude of the difference between verbal IQ (VIQ) and performance IQ (PIQ) scores (the VIQ>PIQ discrepancy) is associated with reduced thickness in frontal and parietal cortices (inferior frontal, anterior cingulate, inferior parietal lobule, and supramarginal gyrus) that support cognitive control. Unknown is whether the VIQ>PIQ discrepancy is associated with functional deficits in these areas in healthy or ill children and adolescents. We assessed the effects of the VIQ>PIQ discrepancy on fMRI BOLD response during the resolution of cognitive conflict in 55 healthy children and adolescents during performance of a Simon Spatial Incompatibility task. As the magnitude of the VIQ>PIQ discrepancy increased, activation of fronto-striatal, limbic, and temporal regions decreased during conflict resolution (p PIQ discrepancy was associated with reduced functional connectivity from right inferior frontal gyrus to right thalamus and increased functional connectivity to right supramarginal gyrus (ps PIQ discrepancy may be an important aspect of an individual's cognitive profile and likely contributes to, or is associated with, deficient cognitive control processes characteristic of many childhood disorders. © 2017 John Wiley & Sons Ltd.

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

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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.

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

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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. �

Verbal versus Physical Aggression in Intermittent Explosive Disorder

OpenAIRE

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

2014-01-01

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...

Moderating effects of sex on the impact of diagnosis and amyloid positivity on verbal memory and hippocampal volume.

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Caldwell, Jessica Z K; Berg, Jody-Lynn; Cummings, Jeffrey L; Banks, Sarah J

2017-09-12

Alzheimer's disease (AD) impacts men and women differently, but the effect of sex on predementia stages is unclear. The objective of this study was to examine whether sex moderates the impact of florbetapir positron emission tomography (PET) amyloid positivity (A + ) on verbal learning and memory performance and hippocampal volume (HV) in normal cognition (NC) and early mild cognitive impairment (eMCI). Seven hundred forty-two participants with NC and participants with eMCI from the Alzheimer's Disease Neuroimaging Initiative (second cohort [ADNI2] and Grand Opportunity Cohort [ADNI-GO]) were included. All had baseline florbetapir PET measured, and 526 had screening visit HV measured. Regression moderation models were used to examine whether A + effects on Rey Auditory Verbal Learning Test learning and delayed recall and right and left HV (adjusted for total intracranial volume) were moderated by diagnosis and sex. Age, cognition at screening, education, and apolipoprotein E ε4 carrier status were controlled. Women with A + , but not those with florbetapir PET amyloid negative (A-),eMCI showed poorer learning. For women with NC, there was no relationship of A + with learning. In contrast, A + men trended toward poorer learning regardless of diagnosis. A similar trend was found for verbal delayed recall: Women with A + , but not A-, eMCI trended toward reduced delayed recall; no effects were observed for women with NC or for men. Hippocampal analyses indicated that women with A + , but not those with A - , eMCI, trended toward smaller right HV; no significant A + effects were observed for women with NC. Men showed similar, though nonsignificant, patterns of smaller right HV in A + eMCI, but not in men with A - eMCI or NC. No interactive effects of sex were noted for left HV. Women with NC showed verbal learning and memory scores robust to A + , and women with A + eMCI lost this advantage. In contrast, A + impacted men's scores less significantly or not at all, and

verbal extensions: valency decreasing extensions in the basà ...

African Journals Online (AJOL)

Finance

London: Hodder. Education. Imoh, P.M., 2013. Verbal extensions: Valency increasing operations in Basà verbal system. Paper presented at the West African Languages Congress (WALC) and 26th Annual. Conference of the Linguistic Association of Nigeria (26th CLAN), 29th July to 2nd August. 2013, University of Ibadan, ...

Verbal Thinking and Inner Speech Use in Autism Spectrum Disorder.

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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.

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

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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.

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

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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.

Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills.

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Gathercole, Susan E; Briscoe, Josie; Thorn, Annabel; Tiffany, Claire

2008-03-01

Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a group of 16 children with poor phonological short-term memory skills and a comparison group of children of the same age with matched nonverbal reasoning abilities but memory scores in the average range. The low-phonological-memory group were impaired on longer term memory and learning tasks that taxed memory for arbitrary verbal material such as names and nonwords. However, the two groups performed at comparable levels on tasks requiring the retention of visuo-spatial information and of meaningful material and at carrying out prospective memory tasks in which the children were asked to carry out actions at a future point in time. The results are consistent with the view that poor short-term memory function impairs the longer-term retention and ease of learning of novel verbal material.

Interaction between MAOA and FOXP2 in association with autism and verbal communication in a Korean population.

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Park, YoungJoon; Won, SeongSik; Nam, Min; Chung, Joo-Ho; Kwack, KyuBum

2014-12-01

Expression levels of monoamine oxidase A (MAOA), the enzyme that related to monoamine neurotransmitters metabolism such as serotonin, are related to schizophrenia and autism spectrum disorder. Forkhead box protein P2 (FOXP2), a transcription factor, is associated with abnormal language development and is expressed in several areas of the central nervous system in response to serotonin. For this reason, we undertook interaction analysis between MAOA and FOXP2 in autism spectrum disorder, including testing the verbal communication score of the childhood autism rating scale. In interaction analysis, the FOXP2-TCGC (rs12531289-rs1350135-rs10230087-rs2061183) diplotype and MAOA-TCG (rs6323-rs1801291-rs3027407) haplotype were significantly associated with autism spectrum disorder in males. However, when the interaction term was omitted, neither MAOA nor FOXP2 was associated with autism spectrum disorder or verbal communication. These results indicate that language and speech ability is affected by an interaction between FOXP2 and MAOA, but not by either gene separately. © The Author(s) 2013.

Verbal Working Memory in Children With Cochlear Implants

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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

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

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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…

Non-verbal numerical cognition: from reals to integers.

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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).

Verbal aspects in West Greenlandic

DEFF Research Database (Denmark)

Trondhjem, Naja Blytmann

2017-01-01

In this article, lexical aspectual types in West Greenlandic are investigated in the five aspectual types, states, achievements, semelfactives, activities and accomplishments. It is shown that derivational verbalizing affixes include aspectual type congruent with the lexical aspect and how the as...

Neuroarchitecture of verbal and tonal working memory in nonmusicians and musicians.

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Schulze, Katrin; Zysset, Stefan; Mueller, Karsten; Friederici, Angela D; Koelsch, Stefan

2011-05-01

Working memory (WM) for auditory information has been thought of as a unitary system, but whether WM for verbal and tonal information relies on the same or different functional neuroarchitectures has remained unknown. This fMRI study examines verbal and tonal WM in both nonmusicians (who are trained in speech, but not in music) and highly trained musicians (who are trained in both domains). The data show that core structures of WM are involved in both tonal and verbal WM (Broca's area, premotor cortex, pre-SMA/SMA, left insular cortex, inferior parietal lobe), although with significantly different structural weightings, in both nonmusicians and musicians. Additionally, musicians activated specific subcomponents only during verbal (right insular cortex) or only during tonal WM (right globus pallidus, right caudate nucleus, and left cerebellum). These results reveal the existence of two WM systems in musicians: A phonological loop supporting rehearsal of phonological information, and a tonal loop supporting rehearsal of tonal information. Differences between groups for tonal WM, and between verbal and tonal WM within musicians, were mainly related to structures involved in controlling, programming and planning of actions, thus presumably reflecting differences in action-related sensorimotor coding of verbal and tonal information. Copyright © 2010 Wiley-Liss, Inc.

Verbal and visual memory performance and hippocampal volumes, measured by 3-Tesla magnetic resonance imaging, in patients with Cushing's syndrome.

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Resmini, Eugenia; Santos, Alicia; Gómez-Anson, Beatriz; Vives, Yolanda; Pires, Patricia; Crespo, Iris; Portella, Maria J; de Juan-Delago, Manel; Barahona, Maria-José; Webb, Susan M

2012-02-01

Cushing's syndrome (CS) affects cognition and memory. Our objective was to evaluate memory and hippocampal volumes (HV) on 3-tesla magnetic resonance imaging (3T MRI) in CS patients and controls. Thirty-three CS patients (11 active, 22 cured) and 34 controls matched for age, sex, and education underwent Rey Auditory Verbal Learning Test and Rey-Osterrieth Complex Figure memory tests. Gray matter and HV were calculated on 3T MRI, using FreeSurfer image analyses software. No differences in HV were observed between active and cured CS or controls. Memory performance was worse in CS patients than controls (P visual memory (P = 0.04) than controls. In 12 CS patients, memory was below normative cutoff values for verbal (n = 6, cured), visual memory (n = 10, six cured) or both (n = 4); these patients with severe memory impairments showed smaller HV compared with their matched controls (P = 0.02 with verbal impairment; P = 0.03 with visual impairment). They were older (P = 0.04), had shorter education (P = 0.02), and showed a trend toward longer duration of hypercortisolism (P = 0.07) than the remaining CS patients. Total (P = 0.004) and cortical (P = 0.03) brain gray matter volumes were decreased in CS compared with controls, indicating brain atrophy, whereas subcortical gray matter (which includes HV) was reduced only in the 12 patients with severe memory impairment. Verbal and visual memory is worse in CS patients than controls, even after biochemical cure. HV was decreased only in those whose memory scores were below normative cutoff values.

Factors Contributing to Disparities in Baseline Neurocognitive Performance and Concussion Symptom Scores Between Black and White Collegiate Athletes.

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Wallace, Jessica; Covassin, Tracey; Moran, Ryan; Deitrick, Jamie McAllister

2017-11-02

National Collegiate Athletic Association (NCAA) concussion guidelines state that all NCAA athletes must have a concussion baseline test prior to commencing their competitive season. To date, little research has examined potential racial differences on baseline neurocognitive performance among NCAA athletes. The purpose of this study was to investigate differences between Black and White collegiate athletes on baseline neurocognitive performance and self-reported symptoms. A total of 597 collegiate athletes (400 White, 197 Black) participated in this study. Athletes self-reported their race on the demographic section of their pre-participation physical examination and were administered the Immediate Post-Concussion Assessment and Cognitive Test (ImPACT) neurocognitive battery in a supervised, quiet room. Controlling for sex, data were analyzed using separate one-way analyses of covariance (ANCOVAs) on symptom score, verbal and visual memory, visual motor processing speed, and reaction time composite scores. Results revealed significant differences between White and Black athletes on baseline symptom score (F (1,542)  = 5.82, p = .01), visual motor processing speed (F (1,542)  = 14.89, p baseline visual motor processing speed and reaction time. Black athletes reported higher baseline symptom scores compared to Whites. There was no statistical difference between race on verbal memory (p = .08) and that on visual memory (p = .06). Black athletes demonstrated disparities on some neurocognitive measures at baseline. These results suggest capturing an individual baseline on each athlete, as normative data comparisons may be inappropriate for athletes of a racial minority.

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

Science.gov (United States)

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.

Measuring an artificial intelligence system's performance on a Verbal IQ test for young children

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Ohlsson, Stellan; Sloan, Robert H.; Turán, György; Urasky, Aaron

2017-07-01

We administered the Verbal IQ (VIQ) part of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) to the ConceptNet 4 artificial intelligence (AI) system. The test questions (e.g. "Why do we shake hands?") were translated into ConceptNet 4 inputs using a combination of the simple natural language processing tools that come with ConceptNet together with short Python programs that we wrote. The question answering used a version of ConceptNet based on spectral methods. The ConceptNet system scored a WPPSI-III VIQ that is average for a four-year-old child, but below average for 5-7 year olds. Large variations among subtests indicate potential areas of improvement. In particular, results were strongest for the Vocabulary and Similarities subtests, intermediate for the Information subtest and lowest for the Comprehension and Word Reasoning subtests. Comprehension is the subtest most strongly associated with common sense. The large variations among subtests and ordinary common sense strongly suggest that the WPPSI-III VIQ results do not show that "ConceptNet has the verbal abilities of a four-year-old". Rather, children's IQ tests offer one objective metric for the evaluation and comparison of AI systems. Also, this work continues previous research on psychometric AI.

WAIS-III index score profiles in the Canadian standardization sample.

Science.gov (United States)

Lange, Rael T

2007-01-01

Representative index score profiles were examined in the Canadian standardization sample of the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). The identification of profile patterns was based on the methodology proposed by Lange, Iverson, Senior, and Chelune (2002) that aims to maximize the influence of profile shape and minimize the influence of profile magnitude on the cluster solution. A two-step cluster analysis procedure was used (i.e., hierarchical and k-means analyses). Cluster analysis of the four index scores (i.e., Verbal Comprehension [VCI], Perceptual Organization [POI], Working Memory [WMI], Processing Speed [PSI]) identified six profiles in this sample. Profiles were differentiated by pattern of performance and were primarily characterized as (a) high VCI/POI, low WMI/PSI, (b) low VCI/POI, high WMI/PSI, (c) high PSI, (d) low PSI, (e) high VCI/WMI, low POI/PSI, and (f) low VCI, high POI. These profiles are potentially useful for determining whether a patient's WAIS-III performance is unusual in a normal population.

Verbal abuse of nurses by physicians in a private sector setting

Directory of Open Access Journals (Sweden)

E Joubert

2005-09-01

Full Text Available 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.

General types of idiomatic verbal units in English and Swahili

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Людмила Алексеевна Семенкова

2012-09-01

Full Text Available The article deals with the comparative analysis of the idiomatic verbal units-word combination of the two typologically different languages - English and Swahili: As a result a number of general syntactic types of their idiomatic verbal units are determined.

Oncologists’ non-verbal behavior and analog patients’ recall of information

NARCIS (Netherlands)

Hillen, M.A.; de Haes, H.C.J.M.; van Tienhoven, G.; van Laarhoven, H.W.M.; van Weert, J.C.M.; Vermeulen, D.M.; Smets, E.M.A.

2016-01-01

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,

Oncologists' non-verbal behavior and analog patients' recall of information

NARCIS (Netherlands)

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.

2016-01-01

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,

Motor skills and verbal fluency in HIV positive older adults in Rural ...

African Journals Online (AJOL)

The Finger Tapping Test of the Developmental Neuropsychological Test Battery was also used. Results: Tests of motor skill were less sensitive to HIV infection (F (1, 48) = 1.134, p= .292) than verbal fluency tests-Hopkins Verbal Learning (F (1, 48) = 42.994, p=.000, Hopkins Verbal Learning Test- delay (F (1, 48) = 45.886, ...

Cut-off scores of a brief neuropsychological battery (NBACE for Spanish individual adults older than 44 years old.

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Montserrat Alegret

Full Text Available The neuropsychological battery used in Fundació ACE (NBACE is a relatively brief, and easy to administer, test battery that was designed to detect cognitive impairment in the adulthood. The NBACE includes measures of cognitive information processing speed, orientation, attention, verbal learning and memory, language, visuoperception, praxis and executive functions. The aim of the present study was to establish the cut-off scores for impairment for different levels of age and education that could be useful in the cognitive assessment of Spanish subjects who are at risk for cognitive impairment, especially dementia. Data from 1018 patients with a mild dementia syndrome, and 512 cognitively healthy subjects, older than 44 years, from the Memory Clinic of Fundació ACE (Barcelona, Spain were analyzed. In the whole sample, cut-off scores and sensitivity/specificity values were calculated for six conditions after combining 3 age ranges (44 to 64; 65 to 74; and older than 74 years old by 2 educational levels (until Elementary school; and more than Elementary school. Moreover, general cut-offs are reported for Catalan and Spanish speakers. The results showed that most of NBACE tests reached good sensitivity and specificity values, except for Ideomotor praxis, Repetition and Verbal Comprehension tests, which had a ceiling effect. Word List Learning from the Wechsler Memory Scale-III and Semantic Verbal Fluency were the most useful tests to discriminate between cognitively healthy and demented subjects. The NBACE has been shown to be a useful tool able to detect cognitive impairment, especially dementia, in older than 44 years Spanish persons.

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

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Zarnhofer Sabrina

2012-03-01

Full Text Available Abstract 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

Fronto-parietal and fronto-temporal theta phase synchronization for visual and auditory-verbal working memory.

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Kawasaki, Masahiro; Kitajo, Keiichi; Yamaguchi, Yoko

2014-01-01

In humans, theta phase (4-8 Hz) synchronization observed on electroencephalography (EEG) plays an important role in the manipulation of mental representations during working memory (WM) tasks; fronto-temporal synchronization is involved in auditory-verbal WM tasks and fronto-parietal synchronization is involved in visual WM tasks. However, whether or not theta phase synchronization is able to select the to-be-manipulated modalities is uncertain. To address the issue, we recorded EEG data from subjects who were performing auditory-verbal and visual WM tasks; we compared the theta synchronizations when subjects performed either auditory-verbal or visual manipulations in separate WM tasks, or performed both two manipulations in the same WM task. The auditory-verbal WM task required subjects to calculate numbers presented by an auditory-verbal stimulus, whereas the visual WM task required subjects to move a spatial location in a mental representation in response to a visual stimulus. The dual WM task required subjects to manipulate auditory-verbal, visual, or both auditory-verbal and visual representations while maintaining auditory-verbal and visual representations. Our time-frequency EEG analyses revealed significant fronto-temporal theta phase synchronization during auditory-verbal manipulation in both auditory-verbal and auditory-verbal/visual WM tasks, but not during visual manipulation tasks. Similarly, we observed significant fronto-parietal theta phase synchronization during visual manipulation tasks, but not during auditory-verbal manipulation tasks. Moreover, we observed significant synchronization in both the fronto-temporal and fronto-parietal theta signals during simultaneous auditory-verbal/visual manipulations. These findings suggest that theta synchronization seems to flexibly connect the brain areas that manipulate WM.

Fronto-parietal and fronto-temporal theta phase synchronization for visual and auditory-verbal working memory

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Masahiro eKawasaki

2014-03-01

Full Text Available In humans, theta phase (4–8 Hz synchronization observed on electroencephalography (EEG plays an important role in the manipulation of mental representations during working memory (WM tasks; fronto-temporal synchronization is involved in auditory-verbal WM tasks and fronto-parietal synchronization is involved in visual WM tasks. However, whether or not theta phase synchronization is able to select the to-be-manipulated modalities is uncertain. To address the issue, we recorded EEG data from subjects who were performing auditory-verbal and visual WM tasks; we compared the theta synchronizations when subjects performed either auditory-verbal or visual manipulations in separate WM tasks, or performed both two manipulations in the same WM task. The auditory-verbal WM task required subjects to calculate numbers presented by an auditory-verbal stimulus, whereas the visual WM task required subjects to move a spatial location in a mental representation in response to a visual stimulus. The dual WM task required subjects to manipulate auditory-verbal, visual, or both auditory-verbal and visual representations while maintaining auditory-verbal and visual representations. Our time-frequency EEG analyses revealed significant fronto-temporal theta phase synchronization during auditory-verbal manipulation in both auditory-verbal and auditory-verbal/visual WM tasks, but not during visual manipulation tasks. Similarly, we observed significant fronto-parietal theta phase synchronization during visual manipulation tasks, but not during auditory-verbal manipulation tasks. Moreover, we observed significant synchronization in both the fronto-temporal and fronto-parietal theta signals during simultaneous auditory-verbal/visual manipulations. These findings suggest that theta synchronization seems to flexibly connect the brain areas that manipulate WM.

Short and long term effects of left and bilateral repetitive transcranial magnetic stimulation in schizophrenia patients with auditory verbal hallucinations: a randomized controlled trial.

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Leonie Bais

Full Text Available BACKGROUND: Repetitive transcranial magnetic stimulation of the left temporo-parietal junction area has been studied as a treatment option for auditory verbal hallucinations. Although the right temporo-parietal junction area has also shown involvement in the genesis of auditory verbal hallucinations, no studies have used bilateral stimulation. Moreover, little is known about durability effects. We studied the short and long term effects of 1 Hz treatment of the left temporo-parietal junction area in schizophrenia patients with persistent auditory verbal hallucinations, compared to sham stimulation, and added an extra treatment arm of bilateral TPJ area stimulation. METHODS: In this randomized controlled trial, 51 patients diagnosed with schizophrenia and persistent auditory verbal hallucinations were randomly allocated to treatment of the left or bilateral temporo-parietal junction area or sham treatment. Patients were treated for six days, twice daily for 20 minutes. Short term efficacy was measured with the Positive and Negative Syndrome Scale (PANSS, the Auditory Hallucinations Rating Scale (AHRS, and the Positive and Negative Affect Scale (PANAS. We included follow-up measures with the AHRS and PANAS at four weeks and three months. RESULTS: The interaction between time and treatment for Hallucination item P3 of the PANSS showed a trend for significance, caused by a small reduction of scores in the left group. Although self-reported hallucination scores, as measured with the AHRS and PANAS, decreased significantly during the trial period, there were no differences between the three treatment groups. CONCLUSION: We did not find convincing evidence for the efficacy of left-sided rTMS, compared to sham rTMS. Moreover, bilateral rTMS was not superior over left rTMS or sham in improving AVH. Optimizing treatment parameters may result in stronger evidence for the efficacy of rTMS treatment of AVH. Moreover, future research should consider

Post-traumatic stress is associated with verbal learning, memory, and psychomotor speed in HIV-infected and HIV-uninfected women.

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Rubin, Leah H; Pyra, Maria; Cook, Judith A; Weber, Kathleen M; Cohen, Mardge H; Martin, Eileen; Valcour, Victor; Milam, Joel; Anastos, Kathryn; Young, Mary A; Alden, Christine; Gustafson, Deborah R; Maki, Pauline M

2016-04-01

The prevalence of post-traumatic stress disorder (PTSD) is higher among HIV-infected (HIV+) women compared with HIV-uninfected (HIV-) women, and deficits in episodic memory are a common feature of both PTSD and HIV infection. We investigated the association between a probable PTSD diagnosis using the PTSD Checklist-Civilian (PCL-C) version and verbal learning and memory using the Hopkins Verbal Learning Test in 1004 HIV+ and 496 at-risk HIV- women. HIV infection was not associated with a probable PTSD diagnosis (17% HIV+, 16% HIV-; p = 0.49) but was associated with lower verbal learning (p memory scores (p memory (p < 0.01) and psychomotor speed (p < 0.001). The particular pattern of cognitive correlates of probable PTSD varied depending on exposure to sexual abuse and/or violence, with exposure to either being associated with a greater number of cognitive domains and a worse cognitive profile. A statistical interaction between HIV serostatus and PTSD was observed on the fine motor skills domain (p = 0.03). Among women with probable PTSD, HIV- women performed worse than HIV+ women on fine motor skills (p = 0.01), but among women without probable PTSD, there was no significant difference in performance between the groups (p = 0.59). These findings underscore the importance of considering mental health factors as correlates to cognitive deficits in women with HIV.

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

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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

Semantic Verbal Fluency test in dementia: Preliminary retrospective analysis

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Marcos Lopes

Full Text Available Abstract The Semantic Verbal Fluency (SVF test entails the generation of words from a given category within a pre-set time of 60 seconds. Objectives: To verify whether socio-demographic and clinical data of individuals with dementia correlate with the performance on the SVF test and to ascertain whether differences among the criteria of number of answers, clusters and data spread over the intervals, predict clinical results. Methods: This was a retrospective study of 49 charts of demented patients classified according to the Clinical Dementia Rating (CDR scale. We correlated education, age and gender, as well as CDR and Mini-Mental State Exam (MMSE scores with the number of answers, clustering and switching distributed over four 15-second intervals on the SVF test. Results: The correlation between number of answers and quartiles was weak (r=0.407, p=0.004; r=0.484, p<0.001 but correlation between the number of clusters and responses was strong (r=0.883, p<0.001. The number of items on the SVF was statistically significant with MMSE score (p=0.01 and there was a tendency for significance on the CDR (p=0.06. The results indicated little activity regarding what we propose to call cluster recalling in the two groups. Discussion: The SVF test, using number of items generated, was found to be more effective than classic screening tests in terms of speed and ease of application in patients with CDR 2 and 3.

Semantic verbal fluency in elderly Mexican adults: Reference values.

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Chávez-Oliveros, M; Rodríguez-Agudelo, Y; Acosta-Castillo, I; García-Ramírez, N; Rojas de la Torre, G; Sosa-Ortiz, A L

2015-05-01

The semantic verbal fluency test (SVF) is sensitive to detecting cognitive decline. It is fast and easy to use in any cultural context; therefore, it is included in most of the neuropsychological assessment protocols. To estimate normative values for the SVF test (animals), in an elderly population aged 65 years and over. 1233 subjects who were healthy, cognitively preserved, residents of two areas (rural and urban) of Mexico were assessed. A neurological and neuropsychological exploration battery was applied, including SVF. The age average was 73+6 and schooling was 4.0+3.9 years, with 59% women. The average of the words generated in the SVF test was 14+5, and a correlation of 0.16 of these scores with age, education, and gender was found (pimportant contribution provided by this study was that the data analysis enabled normative values to be obtained for an elderly Mexican population aged 65 years and over. It was also confirmed, as other neuropsychological assessment studies have done, that the SVF test is influenced by socio-demographic variables, such as age and education, aspects to be considered at the time of obtaining normative values. Finally, it was noted that the average scores obtained were lower than other published reference values, due to the low educational level of our sample. Copyright © 2013 Sociedad Española de Neurología. Published by Elsevier España, S.L.U. All rights reserved.

Fluência verbal e variáveis sociodemográficas no processo de envelhecimento: um estudo epidemiológico Verbal fluency and sociodemographic variables in the aging process: an epidemiological study

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Thaís Bento Lima da Silva

2011-01-01

Full Text Available A fluência verbal é um marcador das funções executivas, envolvendo a capacidade de busca e recuperação de dados, habilidades de organização, autorregulação e memória operacional. Objetivou-se identificar a existência de diferenças em fluência verbal (número de animais, categorias, grupos e alternância de categorias entre sexo, faixas etárias, faixas de escolaridade e renda. Trezentos e oitenta e três idosos (60 anos ou mais participaram de estudo epidemiológico de corte transversal. Foram aplicadas questões sociodemográficas e o teste de fluência verbal categoria animais. As variáveis do teste de fluência verbal foram influenciadas por sexo, idade e escolaridade, com melhor desempenho a favor dos homens, dos participantes mais jovens e mais escolarizados. Os resultados confirmam que o desempenho em fluência verbal deve ser interpretado à luz das informações sociodemográficas.Verbal fluency is a marker of executive functions which involves the ability of searching and retrieving information, organizational skills, self-regulation and working memory. The objective of this paper was to identify differences in verbal fluency (number of animals, categories, clusters and category switching associated with gender, age, education and income. Three hundred eighty three elderly (60 or older participated in an epidemiological cross-sectional study. Participants answered sociodemographic questions and completed the verbal fluency animal category test. Verbal fluency variables were influenced by gender, age, and education. Higher performance was reported for men and participants with lower age and higher education. Results confirm that performance in verbal fluency must be interpreted in the light of sociodemographic information.

A influência da comunicação não verbal no cuidado de enfermagem La influencia de la comunicación no verbal en la atención de enfermería The influence of non-verbal communication in nursing care

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Carla Cristina Viana Santos

2005-08-01

Full Text Available Este estudo é vinculado ao Núcleo de Pesquisa e Experimentação em Enfermagem da Escola de Enfermagem Alfredo Pinto UNIRIO, e que teve origem durante o desenvolvimento de um trabalho monográfico. O objeto constitui-se no significado da comunicação não-verbal sob a ótica dos graduandos de enfermagem. Apresenta como objetivos: Identificar o significado da comunicação não verbal para os acadêmicos de enfermagem e Analisar a influência da mesma no cuidado de enfermagem. A abordagem metodológica utilizada foi à qualitativa aplicando-se como estratégia a dinâmica de sensibilidade para a coleta de dados. Observa-se que os alunos da graduação identificam a importância e a influência da comunicação não verbal durante a assistência, entretanto, há a necessidade em se ampliar o conhecimento do processo de comunicação não verbal para implementação do cuidado de enfermagem.Este estudio está vinculado al Núcleo de Investigación y Experimentación en Enfermería de la Escuela de Enfermería Alfredo Pinto UNIRIO, y que tuvo origen durante el desarrollo de un trabajo de monografía. El objeto se constituye en el significado de la comunicación no-verbal según la visión de los estudiantes de graduación en enfermería. Presenta como objetivos: Identificar el significado de la comunicación no-verbal para los académicos de enfermería, y Analizar la influencia de la misma en el cuidado de enfermería. El enfoque metodológico utilizado fue el cualitativo, y se aplicó la dinámica de sensibilidad como estrategia para la recopilación de datos. Se observa que los alumnos del curso de graduación identifican la importancia y la influencia de la comunicación no-verbal durante la asistencia, sin embargo, existe la necesidad de ampliar el conocimiento del proceso de comunicación no-verbal para la implementación del cuidado de enfermería.The present study is linked to the Center for Researching and Testing in Nursing at the

Predictors of verbal working memory in children with cerebral palsy.

NARCIS (Netherlands)

Peeters, M.; Verhoeven, L.; Moor, J.M.H. de

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

Predictors of verbal working memory in children with cerebral palsy

NARCIS (Netherlands)

Peeters, M.H.J.; Verhoeven, L.T.W.; Moor, J.M.H. de

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

The verbal-visual discourse in Brazilian Sign Language – Libras

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Tanya Felipe

2013-11-01

Full Text Available This article aims to broaden the discussion on verbal-visual utterances, reflecting upon theoretical assumptions of the Bakhtin Circle that can reinforce the argument that the utterances of a language that employs a visual-gestural modality convey plastic-pictorial and spatial values of signs also through non-manual markers (NMMs. This research highlights the difference between affective expressions, which are paralinguistic communications that may complement an utterance, and verbal-visual grammatical markers, which are linguistic because they are part of the architecture of phonological, morphological, syntactic-semantic and discursive levels in a particular language. These markers will be described, taking the Brazilian Sign Language–Libras as a starting point, thereby including this language in discussions of verbal-visual discourse when investigating the need to do research on this discourse also in the linguistic analyses of oral-auditory modality languages, including Transliguistics as an area of knowledge that analyzes discourse, focusing upon the verbal-visual markers used by the subjects in their utterance acts.

Identification of Genetic Loci Jointly Influencing Schizophrenia Risk and the Cognitive Traits of Verbal-Numerical Reasoning, Reaction Time, and General Cognitive Function.

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Smeland, Olav B; Frei, Oleksandr; Kauppi, Karolina; Hill, W David; Li, Wen; Wang, Yunpeng; Krull, Florian; Bettella, Francesco; Eriksen, Jon A; Witoelar, Aree; Davies, Gail; Fan, Chun C; Thompson, Wesley K; Lam, Max; Lencz, Todd; Chen, Chi-Hua; Ueland, Torill; Jönsson, Erik G; Djurovic, Srdjan; Deary, Ian J; Dale, Anders M; Andreassen, Ole A

2017-10-01

reaction time, and 14 loci shared between schizophrenia and general cognitive function. One locus was shared between schizophrenia and 2 cognitive traits and represented the strongest shared signal detected (nearest gene TCF20; chromosome 22q13.2), and was shared between schizophrenia (z score, 5.01; P = 5.53 × 10-7), general cognitive function (z score, -4.43; P = 9.42 × 10-6), and verbal-numerical reasoning (z score, -5.43; P = 5.64 × 10-8). For 18 loci, schizophrenia risk alleles were associated with poorer cognitive performance. The implicated genes are expressed in the developmental and adult human brain. Replicable expression quantitative trait locus functionality was identified for 4 loci in the adult human brain. The discovered loci improve the understanding of the common genetic basis underlying schizophrenia and cognitive function, suggesting novel molecular genetic mechanisms.

Maintenance of item and order information in verbal working memory.

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Camos, Valérie; Lagner, Prune; Loaiza, Vanessa M

2017-09-01

Although verbal recall of item and order information is well-researched in short-term memory paradigms, there is relatively little research concerning item and order recall from working memory. The following study examined whether manipulating the opportunity for attentional refreshing and articulatory rehearsal in a complex span task differently affected the recall of item- and order-specific information of the memoranda. Five experiments varied the opportunity for articulatory rehearsal and attentional refreshing in a complex span task, but the type of recall was manipulated between experiments (item and order, order only, and item only recall). The results showed that impairing attentional refreshing and articulatory rehearsal similarly affected recall regardless of whether the scoring procedure (Experiments 1 and 4) or recall requirements (Experiments 2, 3, and 5) reflected item- or order-specific recall. This implies that both mechanisms sustain the maintenance of item and order information, and suggests that the common cumulative functioning of these two mechanisms to maintain items could be at the root of order maintenance.

Subvocal articulatory rehearsal during verbal working memory in multiple sclerosis.

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Sweet, Lawrence H; Vanderhill, Susan D; Jerskey, Beth A; Gordon, Norman M; Paul, Robert H; Cohen, Ronald A

2010-10-01

This study was designed to examine verbal working memory (VWM) components among multiple sclerosis (MS) patients and determine the influence of information processing speed. Of two frequently studied VWM sub-components, subvocal rehearsal was expected to be more affected by MS than short-term memory buffering. Furthermore, worse subvocal rehearsal was predicted to be specifically related to slower cognitive processing. Fifteen MS patients were administered a neuropsychological battery assessing VWM, processing speed, mood, fatigue, and disability. Participants performed a 2-Back VWM task with modified nested conditions designed to increase subvocal rehearsal (via inter-stimulus interval) and short-term memory buffering demands (via phonological similarity). Performance during these 2-Back conditions did not significantly differ and both exhibited strong positive correlations with disability. However, only scores on the subvocal rehearsal 2-Back were significantly related to performance on the remaining test battery, including processing speed and depressive symptoms. Findings suggest that performance during increased subvocal rehearsal demands is specifically influenced by cognitive processing speed and depressive symptoms.

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

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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.

A PROPÓSITO DE LA COMUNICACIÓN VERBAL On Verbal Communication

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Luz Amparo Fajardo Uribe

2009-12-01

Full Text Available El presente artículo es el resultado de un estudio de la comunicación verbal teniendo en cuenta la visión propuesta por el modelo inferencial. El objetivo del texto es ofrecer una descripción detallada de cada uno de los elementos que intervienen en él, a fin de brindar herramientas para que todos aquellos estudiantes, que se inician en los estudios del lenguaje, estén en capacidad de diferenciar los modelos que describen la comunicación como un proceso de descodificación, de aquellos que se basan en procesos inferenciales y que por lo tanto se ocupan no sólo de lo que se dice y cómo se dice, sino a demás de lo que se quiere decir.This paper is the result of a study made on verbal communication based on an inferential model. The main objective of this text is to provide a detailed description of each one of the elements that make part of it, in order to offer tools to the beginners, who are specially interested in language studies, to be able to differentiate models that describe communication as a decoding process from an inferential one that keeps in mind not only what is said and how it is said, but also what a speaker wants to mean.

Anodal tDCS Over the Left DLPFC Did Not Affect the Encoding and Retrieval of Verbal Declarative Information

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Gabriel A. de Lara

2017-08-01

Full Text Available Several studies imply that anodal transcranial direct current stimulation (tDCS over the left dorsolateral prefrontal cortex (DLPFC can modulate the formation of verbal episodic memories. The aim of this study was to test if tDCS through a multi-electrode Laplacian montage over the left DLPFC could differentially modulate declarative memory performance depending on the application phase. Two groups of healthy participants (n = 2 × 15 received 1 mA anodal or sham stimulation for 20 min during the encoding or during the recall phase on a delayed cued-recall, using a randomized, double-blinded, repeated-measures experimental design. Memory performance was assessed at two time points: 10 min and 24 h after learning. We found no significant difference between anodal and sham stimulation with regard to the memory scores between conditions (stimulation during encoding or recall or between time points, suggesting that anodal tDCS over the left DLPFC with these stimulation parameters had no effect on the encoding and the consolidation of associative verbal content.

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

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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.

Flight Test of Advanced Digital Control Concepts.

Science.gov (United States)

1982-03-01

34 equations, and this result is then compared against the "model" equations. OPTION :::CREATrE ,CIEY, COFPY, MAT ,AMAT, COIP-YUMAT, BMAT , 74 COPFY, CMAT...BMATY .-COPY, NMAT, AMAT ,72 ,COPY, GMAT, RMA, COP:Y, (MAT, BMA’TCOFY, MA T ,AMAT >74, COPY, CMA’TsmA, PCOPY, RMAT, BmAT , pCOPYVMiAT , AMAo.T 72...COP’Y, MAT, AMAT, >75, COPY , MAtT, BMAT , COPY, ZMAT, AMAT, 74 ,COP’Y, MAT, TMAT, COPY, VMAT, AMAT, .:COPY ,RMAiT, MAT,73,COPW GMAT, E4MAT, COP-"YTMAT

Logic, reasoning, and verbal behavior

OpenAIRE

Terrell, Dudley J.; Johnston, J. M.

1989-01-01

This paper analyzes the traditional concepts of logic and reasoning from the perspective of radical behaviorism and in the terms of Skinner's treatment of verbal behavior. The topics covered in this analysis include the proposition, premises and conclusions, logicality and rules, and deductive and inductive reasoning.

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

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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

Common and distinct brain networks underlying verbal and visual creativity.

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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.

Bilateral and unilateral ECT: effects on verbal and nonverbal memory.

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Squire, S R; Slater, P C

1978-11-01

The memory loss associated with bilateral and nondominant unilateral ECT was assessed with verbal memory tests known to be sensitive to left temporal lobe dysfunction and with nonverbal memory tests known to be sensitive to right temporal lobe dysfunction. Bilateral ECT markedly impaired delayed retention of verbal and nonverbal material. Right unilateral ECT impaired delayed retention of nonverbal material without measurably affecting retention of verbal material. Nonverbal memory was affected less by right unilateral ECT than by bilateral ECT. These findings, taken together with a consideration of the clinical efficacy of the two types of treatment, make what appears to be a conclusive case for unilateral over bilateral ECT.

Drama to promote non-verbal communication skills.

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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.

A Lipidomics Approach to Assess the Association Between Plasma Sphingolipids and Verbal Memory Performance in Coronary Artery Disease Patients Undertaking Cardiac Rehabilitation: A C18:0 Signature for Cognitive Response to Exercise.

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Saleem, Mahwesh; Herrmann, Nathan; Dinoff, Adam; Mielke, Michelle M; Oh, Paul I; Shammi, Prathiba; Cao, Xingshan; Venkata, Swarajya Lakshmi Vattem; Haughey, Norman J; Lanctôt, Krista L

2017-01-01

Early subtle deficits in verbal memory, which may indicate early neural risk, are common in patients with coronary artery disease (CAD). While exercise can improve cognition, cognitive response to exercise is heterogeneous. Sphingolipids have been associated with the development and progression of CAD, and impairments in sphingolipid metabolism may play roles in neurodegeneration and in the neural adaptation response to exercise. In this study, change in plasma concentrations of sphingolipids was assessed in relation to change in verbal memory performance and in other cognitive domains among CAD subjects undertaking a 6-month cardiac rehabilitation (CR) program. Patients with CAD (n = 120, mean age = 64±6 y, 84% male, years of education = 16±3) underwent CR with neuropsychological assessments and blood collected at baseline, 3-, and 6-months. Z-scores based on age, gender, and education were combined for verbal memory, visuospatial memory, processing speed, executive function, and global cognition tasks to calculate cognitive domain Z-scores. Plasma sphingolipid concentrations were measured from fasting blood samples using high performance liquid chromatography coupled electrospray ionization tandem mass spectrometry (LC/MS/MS). Mixed models were used to identify sphingolipids significantly associated with performance in verbal memory and other cognitive domains, adjusting for potential confounders. A decrease in ceramide C18:0 concentration was significantly associated with improvement in verbal memory performance (b[SE] = -0.51 [0.25], p = 0.04), visuospatial memory (b[SE] = -0.44 [0.22], p = 0.05), processing speed (b[SE] = -0.89 [0.32], p = 0.007), and global cognition (b[SE] = -1.47 [0.59], p = 0.01) over 6 months of CR. Plasma ceramide C18:0 concentrations may be a sensitive marker of cognitive response to exercise in patients with CAD.

Hemispheric Lateralization of Verbal and Spatial Working Memory during Adolescence

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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…

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

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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…

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

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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…

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

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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.

Some Aspects of Verbal Politeness in Maghrebi Arabic Dialects

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Luca D'Anna

2014-12-01

Positive politeness, on the other hand, seems to be frequently employed, without the occurrence of any FTA, in standardised and predictable ways, thus questioning Brown and Levinson’s theory to a certain extent. The two scholars, in facts, considered the necessity to redress a FTA as the primary reason for the existence of verbal politeness, leaving all the phenomena that contradicted this tenet to the vague domain of the speakers’ spontaneous verbal inventiveness. The expressions observed in Maghrebi dialects, on the contrary, are not spontaneous, but part of the competence of all mature native speakers, who are usually expected to perform them. This independent existence of verbal politeness, thus, represents one of the most interesting features of Maghrebi Arabic dialects and a field that still calls for further research and investigation.

Alternative Forms of the Rey Auditory Verbal Learning Test: A Review

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Keith A. Hawkins

2004-01-01

Full Text Available Practice effects in memory testing complicate the interpretation of score changes over repeated testings, particularly in clinical applications. Consequently, several alternative forms of the Auditory Verbal Learning Test (AVLT have been developed. Studies of these typically indicate that the forms examined are equivalent. However, the implication that the forms in the literature are interchangeable must be tempered by several caveats. Few studies of equivalence have been undertaken; most are restricted to the comparison of single pairs of forms, and the pairings vary across studies. These limitations are exacerbated by the minimal overlapping across studies in variables reported, or in the analyses of equivalence undertaken. The data generated by these studies are nonetheless valuable, as significant practice effects result from serial use of the same form. The available data on alternative AVLT forms are summarized, and recommendations regarding form development and the determination of form equivalence are offered.

Verbal intelligence in bilinguals when measured in L1 and L2.

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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.

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

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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.

Verbal Autopsies in Rural Tanzania

African Journals Online (AJOL)

Maternal mortality rates in rural Tanzania are high. In preparation for the introduction of an intervention to reduce maternal deaths by distribution of misoprostol and erythromycin to women living in rural Rorya District, Mara Region, Tanzania, we conducted a limited verbal autopsy by surveying family members of women ...

Mecanismos de humor verbal en Twitter

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María Simarro Vázquez

2016-11-01

Full Text Available The present article aims to characterize samples of verbal humor published on the social network Twitter. To do so, an analysis of 81 humorous texts published under the hashtag #otegi during 1 March 2016, on which date Arnaldo Otegi was released from prison after six years, was carried out. A pragmatic study of the tweets was performed, opting for the General Theory of Verbal Humor as a basis. The examination conducted reveals that the manner of presentation of opposing scripts, the logical mechanisms availed of to resolve this kind of incongruity, the special narrative strategies selected and the linguistic choices made are determined at all times by the circumstances in which the texts are presented and the upper limit constraint of 140 characters per Twitter publication.

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

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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.

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

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Jennifer A. Foley

2017-01-01

Full Text Available 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.

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

Science.gov (United States)

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

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

Science.gov (United States)

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.

Auditory-Motor Mapping Training in a More Verbal Child with Autism

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Karen V. Chenausky

2017-09-01

Full Text Available We tested the effect of Auditory-Motor Mapping Training (AMMT, a novel, intonation-based treatment for spoken language originally developed for minimally verbal (MV children with autism, on a more-verbal child with autism. We compared this child’s performance after 25 therapy sessions with that of: (1 a child matched on age, autism severity, and expressive language level who received 25 sessions of a non-intonation-based control treatment Speech Repetition Therapy (SRT; and (2 a matched pair of MV children (one of whom received AMMT; the other, SRT. We found a significant Time × Treatment effect in favor of AMMT for number of Syllables Correct and Consonants Correct per stimulus for both pairs of children, as well as a significant Time × Treatment effect in favor of AMMT for number of Vowels Correct per stimulus for the more-verbal pair. Magnitudes of the difference in post-treatment performance between AMMT and SRT, adjusted for Baseline differences, were: (a larger for the more-verbal pair than for the MV pair; and (b associated with very large effect sizes (Cohen’s d > 1.3 in the more-verbal pair. Results hold promise for the efficacy of AMMT for improving spoken language production in more-verbal children with autism as well as their MV peers and suggest hypotheses about brain function that are testable in both correlational and causal behavioral-imaging studies.

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

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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.

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

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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

Music listening while you learn: no influence of background music on verbal learning.

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Jäncke, Lutz; Sandmann, Pascale

2010-01-07

Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations. Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow) and consonance (in-tune vs. out-of-tune). Noise was used as control stimulus. 75 subjects were randomly assigned to one of five groups and learned the presented verbal material (non-words with and without semantic connotation) with and without background music. Each group was exposed to one of five different background stimuli (in-tune fast, in-tune slow, out-of-tune fast, out-of-tune slow, and noise). As dependent variable, the number of learned words was used. In addition, event-related desynchronization (ERD) and event-related synchronization (ERS) of the EEG alpha-band were calculated as a measure for cortical activation. We did not find any substantial and consistent influence of background music on verbal learning. There was neither an enhancement nor a decrease in verbal learning performance during the background stimulation conditions. We found however a stronger event-related desynchronization around 800 - 1200 ms after word presentation for the group exposed to in-tune fast music while they learned the verbal material. There was also a stronger event-related synchronization for the group exposed to out-of-tune fast music around 1600 - 2000 ms after word presentation. Verbal learning during the exposure to different background music varying in tempo and consonance did not influence learning of verbal material. There was neither an enhancing nor a detrimental effect on verbal learning performance. The EEG data suggest that the different acoustic background conditions evoke different cortical activations. The reason for these different cortical activations is unclear. The most

Music listening while you learn: No influence of background music on verbal learning

Directory of Open Access Journals (Sweden)

Sandmann Pascale

2010-01-01

Full Text Available Abstract Background Whether listening to background music enhances verbal learning performance is still disputed. In this study we investigated the influence of listening to background music on verbal learning performance and the associated brain activations. Methods Musical excerpts were composed for this study to ensure that they were unknown to the subjects and designed to vary in tempo (fast vs. slow and consonance (in-tune vs. out-of-tune. Noise was used as control stimulus. 75 subjects were randomly assigned to one of five groups and learned the presented verbal material (non-words with and without semantic connotation with and without background music. Each group was exposed to one of five different background stimuli (in-tune fast, in-tune slow, out-of-tune fast, out-of-tune slow, and noise. As dependent variable, the number of learned words was used. In addition, event-related desynchronization (ERD and event-related synchronization (ERS of the EEG alpha-band were calculated as a measure for cortical activation. Results We did not find any substantial and consistent influence of background music on verbal learning. There was neither an enhancement nor a decrease in verbal learning performance during the background stimulation conditions. We found however a stronger event-related desynchronization around 800 - 1200 ms after word presentation for the group exposed to in-tune fast music while they learned the verbal material. There was also a stronger event-related synchronization for the group exposed to out-of-tune fast music around 1600 - 2000 ms after word presentation. Conclusion Verbal learning during the exposure to different background music varying in tempo and consonance did not influence learning of verbal material. There was neither an enhancing nor a detrimental effect on verbal learning performance. The EEG data suggest that the different acoustic background conditions evoke different cortical activations. The reason for

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

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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.

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

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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.

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

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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.

The Monkey game: A computerized verbal working memory task for self-reliant administration in primary school children.

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Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Jolani, Shahab; Van Luit, Johannes E H

2016-06-01

In two studies, the psychometric properties of an online self-reliant verbal working memory task (the Monkey game) for primary school children (6-12 years of age) were examined. In Study 1, children (n = 5,203) from 31 primary schools participated. The participants completed computerized verbal and visual-spatial working memory tasks (i.e., the Monkey game and the Lion game) and a paper-and-pencil version of Raven's Standard Progressive Matrices. Reading comprehension and math achievement test scores were obtained from the schools. First, the internal consistency of the Monkey game was examined. Second, multilevel modeling was used to examine the effects of classroom membership. Multilevel multivariate regression analysis was used to examine the Monkey game's concurrent relationship with the Lion game and its predictive relationships with reading comprehension and math achievement. Also, age-related differences in performance were examined. In Study 2, the concurrent relationships between the Monkey game and two tester-led computerized working memory tasks were further examined (n = 140). Also, the 1- and 2-year stability of the Monkey game was investigated. The Monkey game showed excellent internal consistency, good concurrent relationships with the other working memory measures, and significant age differences in performance. Performance on the Monkey game was also predictive of subsequent reading comprehension and mathematics performance, even after controlling for individual differences in intelligence. Performance on the Monkey game was influenced by classroom membership. The Monkey game is a reliable and suitable instrument for the online computerized and self-reliant assessment of verbal working memory in primary school children.

Exploring Children’s Peer Relationships through Verbal and Non-verbal Communication: A Qualitative Action Research Focused on Waldorf Pedagogy

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Aida Milena Montenegro Mantilla

2007-12-01

Full Text Available This study analyzes the relationships that children around seven and eight years old establish in a classroom. It shows that peer relationships have a positive dimension with features such as the development of children’s creativity to communicate and modify norms. These features were found through an analysis of children’s verbal and non-verbal communication and an interdisciplinary view of children’s learning process from Rudolf Steiner, founder of Waldorf Pedagogy, and Jean Piaget and Lev Vygotsky, specialists in children’s cognitive and social dimensions. This research is an invitation to recognize children’s capacity to construct their own rules in peer relationships.

Kreative metoder i verbal supervision

DEFF Research Database (Denmark)

Jacobsen, Claus Haugaard

2013-01-01

, bevægelser i rummet, etc.) og 4) der primært kommunikeres via verbal-sproglige udvekslinger. Efter en diskussion af forholdet mellem kreativitet og kreative metoder, fokuseres der på relevansen af og måder til adgang til ubevidste manifestationer. Sproget non- og paraverbale betydning inddrages. Et centralt...

Perceived Discrimination in LGBTIQ Discourse: A Typology of Verbal Discrimination

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Sol Rojas Lizana

2014-08-01

Full Text Available New within the field of Discourse Analysis, Perceived Discrimination (PD is the study of discourse that focuses on the perspective of the victims of discrimination. This article explores the experiences of verbal discrimination as reported by eighteen LGBTIQ participants during semi-structured, co-constructed interviews. Data were classified in order to develop a taxonomy of discrimination based on Mellor’s (2003, 2004. This taxonomy foregrounds two types of discrimination: verbal and behavioural. In this paper, I exemplify the forms of verbal discrimination encountered and offer an analysis of the discourse used in the construction of the experiences and of the effects reported. The results show that verbal discrimination is an overt phenomenon and that participants are stressed by the ever present possibility of facing it. Verbal discrimination is mainly triggered by a perceived transgression to the normalised standards of people’s behaviour, movements and look in a heterosexist society. It presents three subtypes: name calling, abuse and remarks. These subtypes are described through the analysis of keywords, effects and expressions (such as faggot, gay, dyke, queer, the pronoun ‘it’, religious comments and other remarks. The type of discrimination used was associated with the level of acquaintance perpetrators have with the experiencers; that is, name calling was used by people unknown to the victims while abuse and remarks by acquaintances and family members. Participants resorted to several discursive strategies to convey their intentions. They used mitigation strategies when wanting to minimize the experience, hedging and repetition were used for emphasis, and to convey urgency and pervasiveness. Metaphorical expressions related to internal or external injuries were also used to express the powerful effect of verbal discrimination on people.

Predictors of Verbal Working Memory in Children with Cerebral Palsy

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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…

The impact of the teachers? non-verbal communication on success in teaching

OpenAIRE

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 ...

Formulation of the verbal thought process based on generative rules

Energy Technology Data Exchange (ETDEWEB)

Suehiro, N; Fujisaki, H

1984-01-01

As assumption is made on the generative nature of the verbal thought process, based on an analogy between language use and verbal thought. A procedure is then presented for acquiring the set of generative rules from a given set of concept strings, leading to an efficient representation of verbal knowledge. The non-terminal symbols derived in the acquisition process are found to correspond to concepts and superordinate concepts in the human process of verbal thought. The validity of the formulation and the efficiency of knowledge representation is demonstrated by an example in which knowledge of biological properties of animals is reorganized into a set of generative rules. The process of inductive inference is then defined as a generalization of the acquired knowledge, and the principle of maximum simplicity of rules is proposed as a possible criterion for such generalization. The proposal is also tested by an example in which only a small part of a systematic body of knowledge is utilized to make interferences on the unknown parts of the system. 6 references.

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

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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.

O que se faz com a linguagem verbal?

OpenAIRE

Magnanti, Celestina

2010-01-01

Resumo: O objetivo do presente trabalho é apresentar, de forma sucinta, uma visão de como as diversas correntes lingüísticas abordam a questão da linguagem verbal quanto a suas funções e sua influência no ensino da língua materna.Abstract: The objective of the present work is to show, abridgedly, one point of view about how the different linguistic approaches study the question of the verbal language when we perspective its functions and influence on the modern language teaching.

Effective Verbal Persuasion in Prayer, Business, and Teaching

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Russell Jay Hendel

2016-10-01

Full Text Available What verbal techniques – persuasion, explanation and evaluation – yield superior results? Answers to this question are taken from the education, business and prayer literature. We show that the best verbal approaches i focus on the future, ii attribute causes that are internal and controllable like effort, iii advocate sub-goals that are specific and achievable short term and iv use imagery focusing on emotions of mastery and enjoyment. Three theories – attribution theory, goal setting theory and imagery studies – are used to justify the results.

El lenguaje no verbal: un proceso cognitivo superior indispensable para el ser humano

OpenAIRE

Corrales Navarro, Elizabeth

2013-01-01

El lenguaje no verbal ha sido vital para la conservación y evolución de nuestra especie. El presente artículo recopila datos sobre la importancia evolutiva del lenguaje no verbal para el homo sapiens sapiens, y explica que sin este importante proceso cognitivo, no hubiera sido posible el paso hacia el lenguaje verbal.

Emotional Verbalization and Identification of Facial Expressions in Teenagers’ Communication

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I. S. Ivanova

2013-01-01

Full Text Available The paper emphasizes the need for studying the subjective effectiveness criteria of interpersonal communication and importance of effective communication for personality development in adolescence. The problemof undeveloped representation of positive emotions in communication process is discussed. Both the identification and verbalization of emotions are regarded by the author as the basic communication skills. The experimental data regarding the longitude and age levels are described, the gender differences in identification and verbalization of emotions considered. The outcomes of experimental study demonstrate that the accuracy of facial emotional expressions of teenage boys and girls changes at different rates. The prospects of defining the age norms for identification and verbalization of emotions are analyzed.

Low-SES children's eyewitness memory: the effects of verbal labels and vocabulary skills.

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Chae, Yoojin; Kulkofsky, Sarah; Debaran, Francisco; Wang, Qi; Hart, Sybil L

2014-01-01

This study examined the effects of the verbal labels procedure and vocabulary skills on low-socioeconomic status (SES) preschool children's eyewitness memory. Children (N = 176) aged 3-5 years witnessed a conflict event and were then questioned about it in either a standard or a verbal labels interview. Findings revealed that children with higher rather than lower vocabulary skills produced more complete and accurate memories. Children who were given the verbal labels interview recalled more information, which included both correct and incorrect details. Overall, the verbal labels procedure did not improve children's performance on direct questions, but children with low vocabulary skills answered direct questions more accurately if they were given the verbal labels interview than when they were not. Implications of the findings for memory performance of low-SES children are discussed. Copyright © 2014 John Wiley & Sons, Ltd.

A Closer Look at the Pangasinan Verbal Affixes maN- and oN-

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Francisco C. Rosario, Jr.

2017-12-01

Full Text Available The main objective of this paper is to present a simple description and discussion of the semantic and grammatical functions of the Pangasinan verbal affixes maN- and oN-. The semantic description of the functions of these Pangasinan verbal affixes was based on the meanings derived from the combination of the verbal affix and a list of compatible verb roots. Verb roots that are semantically related were also identified and classified to present an evidence that support the view that in particular semantic classes of verb roots, the root-affix correspondence is regular. The grammatical functions, on the other hand, were determined based on the type of arguments selected by the verbs, which were derived using the two verbal affixes. At least 370 verb roots were analyzed to identify the semantic and grammatical functions of these verbal affixes.

The Development of Rehearsal in Verbal Short-Term Memory

OpenAIRE

Jarrold, Christopher; Hall, Debbora

2013-01-01

Verbal short-term memory, as indexed by immediate serial recall tasks (in which participants must recall several stimuli in order, immediately after presentation), develops considerably across middle childhood. One explanation for this age-related change is that children's ability to rehearse verbal material increases during this period, and one particularly influential version of this account is that only older children engage in any form of rehearsal. In this article, we critique evidence t...

Separating discriminative and function-altering effects of verbal stimuli

OpenAIRE

Schlinger, Henry D.

1993-01-01

Ever since Skinner's first discussion of rule-governed behavior, behavior analysts have continued to define rules, either explicitly or implicitly, as verbal discriminative stimuli. Consequently, it is not difficult to find, in the literature on rule-governed behavior, references to stimulus control, antecedent control, or to rules occasioning behavior. However, some verbal stimuli have effects on behavior that are not easily described as discriminative. Such stimuli don't evoke behavior as d...

Reprint of "Mathematics as verbal behavior".

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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.

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

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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.

Verbal protocols as methodological resources: research evidence

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Alessandra Baldo

2012-01-01

Full Text Available This article aims at reflecting on the use of verbal protocols as a methodological resource in qualitative research, more specifically on the aspect regarded as the main limitation of a study about lexical inferencing in L2 (BALDO; VELASQUES, 2010: its subjective trait. The article begins with a brief literature review on protocols, followed by a description of the study in which they were employed as methodological resources. Based on that, protocol subjectivity is illustrated through samples of unparalleled data classification, carried out independently by two researchers. In the final section, the path followed to minimize the problem is presented, intending to contribute to improve efficiency in the use of verbal protocols in future research.

Development of abbreviated eight-item form of the Penn Verbal Reasoning Test.

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Bilker, Warren B; Wierzbicki, Michael R; Brensinger, Colleen M; Gur, Raquel E; Gur, Ruben C

2014-12-01

The ability to reason with language is a highly valued cognitive capacity that correlates with IQ measures and is sensitive to damage in language areas. The Penn Verbal Reasoning Test (PVRT) is a 29-item computerized test for measuring abstract analogical reasoning abilities using language. The full test can take over half an hour to administer, which limits its applicability in large-scale studies. We previously described a procedure for abbreviating a clinical rating scale and a modified procedure for reducing tests with a large number of items. Here we describe the application of the modified method to reducing the number of items in the PVRT to a parsimonious subset of items that accurately predicts the total score. As in our previous reduction studies, a split sample is used for model fitting and validation, with cross-validation to verify results. We find that an 8-item scale predicts the total 29-item score well, achieving a correlation of .9145 for the reduced form for the model fitting sample and .8952 for the validation sample. The results indicate that a drastically abbreviated version, which cuts administration time by more than 70%, can be safely administered as a predictor of PVRT performance. © The Author(s) 2014.

Development of Abbreviated Eight-Item Form of the Penn Verbal Reasoning Test

Science.gov (United States)

Bilker, Warren B.; Wierzbicki, Michael R.; Brensinger, Colleen M.; Gur, Raquel E.; Gur, Ruben C.

2014-01-01

The ability to reason with language is a highly valued cognitive capacity that correlates with IQ measures and is sensitive to damage in language areas. The Penn Verbal Reasoning Test (PVRT) is a 29-item computerized test for measuring abstract analogical reasoning abilities using language. The full test can take over half an hour to administer, which limits its applicability in large-scale studies. We previously described a procedure for abbreviating a clinical rating scale and a modified procedure for reducing tests with a large number of items. Here we describe the application of the modified method to reducing the number of items in the PVRT to a parsimonious subset of items that accurately predicts the total score. As in our previous reduction studies, a split sample is used for model fitting and validation, with cross-validation to verify results. We find that an 8-item scale predicts the total 29-item score well, achieving a correlation of .9145 for the reduced form for the model fitting sample and .8952 for the validation sample. The results indicate that a drastically abbreviated version, which cuts administration time by more than 70%, can be safely administered as a predictor of PVRT performance. PMID:24577310

The Relationship of Student Teachers' Bureaucratic Orientation to Verbal Classroom Behavior.

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Sturm, Dieter W. F.

1979-01-01

Determines the relationship of student teachers' commitment to values, attitudes, and behaviors characteristically fostered by bureaucratic organizations and their verbal classroom behavior while teaching. Findings reveal no difference in verbal classroom behavior of student teachers high and low in bureaucratic orientation, and no difference in…

PENGARUH DARI PROBLEM POSING METHOD TERHADAP KREATIVITAS VERBAL SISWA SMP KELAS VII

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Bagus Priambodo

2013-10-01

Full Text Available Verbal creativity is the ability to think fluent, flexible, and original that manifested through the words. Psychological freedom is one factor that can develop creativity. One alternative teaching methods that provide freedom in an atmosphere of learning is the Problem Posing Method (PPM which is triggered by Paulo Freire. This research aims to determine the presence or absence of the influence of PPM on verbal creativity. Characteristic of the subjects was junior high school students in grade 7th, received conventional learning materials, and have never had learning by using PPM. This study used a non-randomized pretest-posttest control group design. Subjects in the study were divided into two, experimental group (N = 33 and control group (N= 35. The data was collected using the Verbal Creativity Test. The results of hypothesis testing used Independent Sample T Test techniques showed the differences of mean = 3.294, α = 0.014 with (p<0.05. Keywords: Verbal creativity, problem posing method, a test of verbal creativity, junior high school students

Bilateral generic working memory circuit requires left-lateralized addition for verbal processing.

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Ray, Manaan Kar; Mackay, Clare E; Harmer, Catherine J; Crow, Timothy J

2008-06-01

According to the Baddeley-Hitch model, phonological and visuospatial representations are separable components of working memory (WM) linked by a central executive. The traditional view that the separation reflects the relative contribution of the 2 hemispheres (verbal WM--left; spatial WM--right) has been challenged by the position that a common bilateral frontoparietal network subserves both domains. Here, we test the hypothesis that there is a generic WM circuit that recruits additional specialized regions for verbal and spatial processing. We designed a functional magnetic resonance imaging paradigm to elicit activation in the WM circuit for verbal and spatial information using identical stimuli and applied this in 33 healthy controls. We detected left-lateralized quantitative differences in the left frontal and temporal lobe for verbal > spatial WM but no areas of activation for spatial > verbal WM. We speculate that spatial WM is analogous to a "generic" bilateral frontoparietal WM circuit we inherited from our great ape ancestors that evolved, by recruitment of additional left-lateralized frontal and temporal regions, to accommodate language.

Stage effects of negative emotion on spatial and verbal working memory

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Chan Raymond CK

2010-05-01

Full Text Available Abstract Background The effects of negative emotion on different processing periods in spatial and verbal working memory (WM and the possible brain mechanism of the interaction between negative emotion and WM were explored using a high-time resolution event-related potential (ERP technique and time-locked delayed matching-to-sample task (DMST. Results Early P3b and late P3b were reduced in the negative emotion condition for both the spatial and verbal tasks at encoding. At retention, the sustained negative slow wave (NSW showed a significant interaction between emotional state and task type. Spatial trials in the negative emotion condition elicited a more negative deflection than they did in the neutral emotion condition. However, no such effect was observed for the verbal tasks. At retrieval, early P3b and late P3b were markedly more attenuated in the negative emotion condition than in the neutral emotion condition for both the spatial and verbal tasks. Conclusions The results indicate that the differential effects of negative emotion on spatial and verbal WM mainly take place during information maintenance processing, which implies that there is a systematic association between specific affects (e.g., negative emotion and certain cognitive processes (e.g., spatial retention.

Risk Factors for Possible Dementia Using the Hopkins Verbal Learning Test and the Mini-Mental State Examination in Shanghai

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Xin Xu

2015-11-01

Full Text Available Using a combination of the Hopkins Verbal Learning Test (HVLT and the Mini-Mental State Examination (MMSE, we investigated the prevalence of possible dementia (DEM in community-dwelling elderly in Shanghai. Subsequently, we investigated significant risk factors for DEM and generated a DEM self-checklist for early DEM detection and case management. We found that among a total of 521 participants using a HVLT cut-off score of <19 and a MMSE cut-off score of <24, a total of 69 DEM cases were identified. Risk factors, such as advanced age (≥68 years, low education (no or primary level, self-reported history of hypertension, and self-reported subjective memory complaints (SMC were significantly predictive of DEM. The presence of ≥3 out of four of the above mentioned risk factors can effectively discriminate DEM cases from non-DEM subjects.

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

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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.

Short-term delayed recall of auditory verbal learning test is equivalent to long-term delayed recall for identifying amnestic mild cognitive impairment.

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Qianhua Zhao

Full Text Available Delayed recall of words in a verbal learning test is a sensitive measure for the diagnosis of amnestic mild cognitive impairment (aMCI and early Alzheimer's disease (AD. The relative validity of different retention intervals of delayed recall has not been well characterized. Using the Auditory Verbal Learning Test-Huashan version, we compared the differentiating value of short-term delayed recall (AVL-SR, that is, a 3- to 5-minute delay time and long-term delayed recall (AVL-LR, that is, a 20-minute delay time in distinguishing patients with aMCI (n = 897 and mild AD (n = 530 from the healthy elderly (n = 1215. In patients with aMCI, the correlation between AVL-SR and AVL-LR was very high (r = 0.94, and the difference between the two indicators was less than 0.5 points. There was no difference between AVL-SR and AVL-LR in the frequency of zero scores. In the receiver operating characteristic curves analysis, although the area under the curve (AUC of AVL-SR and AVL-LR for diagnosing aMCI was significantly different, the cut-off scores of the two indicators were identical. In the subgroup of ages 80 to 89, the AUC of the two indicators showed no significant difference. Therefore, we concluded that AVL-SR could substitute for AVL-LR in identifying aMCI, especially for the oldest patients.

Diferença entre span verbal e visual nos gêneros: estudo piloto Difference between verbal and visual span in genders: pilot study

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Mariana Cristina Pedrassa Sagrilo

2012-01-01

Full Text Available OBJETIVO: avaliar a memória de trabalho analisando a capacidade de retenção de estímulos auditivos (span verbal e visuais (span visual e estabelecer a relação com o gênero (masculino e feminino. MÉTODO: participaram deste estudo 20 crianças entre seis anos e cinco meses e sete anos, sendo 10 sujeitos do sexo masculino e 10 sujeitos do sexo feminino. Todos os sujeitos foram submetidos às provas de avaliação do span verbal e visual em ordem direta e inversa. RESULTADOS: apenas na prova de palavras dissílabas com fonologia semelhante e semântica diferente do span verbal, houve variância significante entre os gêneros. As crianças do sexo feminino apresentaram melhor desempenho em relação ao outro gênero, bem como maior capacidade de retenção de palavras dissílabas com fonologia e semântica diferentes. No span visual (ordem direta e inversa as crianças do sexo masculino obtiveram melhor desempenho, apesar de não ter diferenças significantes. Em relação à idade não houve diferença de retenção de estímulos. CONCLUSÃO: as crianças do sexo feminino, neste estudo, apresentaram tendência à melhor desempenho do span verbal e as crianças do sexo masculino tendência a melhor desempenho no span visual. No entanto, o estudo é limitado devido ao reduzido número de participantes na amostra.PURPOSE: to evaluate the working memory analyzing the retention ability of auditory stimuli (verbal span and visual stimuli (visual span, and to establish its relation to gender (male and female. METHOD: 20 subjects - 10 female children and 10 male children - from six and five months to seven years old took part in this study. All subjects were submitted to evaluation tests for both verbal and visual spans in direct and inverse orders. RESULTS: there was a significant variance between genders only in the test involving disyllabic words with phonology similar to and semantics different from verbal span. Female children showed a better

Making (up) the grade? estimating the genetic and environmental influences of discrepancies between self-reported grades and official GPA scores.

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Schwartz, Joseph A; Beaver, Kevin M

2015-05-01

Academic achievement has been found to have a pervasive and substantial impact on a wide range of developmental outcomes and has also been implicated in the critical transition from adolescence into early adulthood. Previous research has revealed that self-reported grades tend to diverge from official transcript grade point average (GPA) scores, with students being more likely to report inflated scores. Making use of a sample of monozygotic twin (N = 282 pairs), dizygotic twin (N = 441 pairs), and full sibling (N = 1,757 pairs) pairs from the National Longitudinal Study of Adolescent Health (Add Health; 65 % White; 50 % male; mean age = 16.14), the current study is the first to investigate the role that genetic and environmental factors play in misreporting grade information. A comparison between self-reported GPA (mean score of 2.86) and official transcript GPA scores (mean score of 2.44) revealed that self-reported scores were approximately one-half letter grade greater than official scores. Liability threshold models revealed that additive genetic influences explained between 40 and 63 % of the variance in reporting inflated grades and correctly reporting GPA, with the remaining variance explained by the nonshared environment. Conversely, 100 % of the variance in reporting deflated grade information was explained by nonshared environmental influences. In an effort to identify specific nonshared environmental influences on reporting accuracy, multivariate models that adequately control for genetic influences were estimated and revealed that siblings with lower transcript GPA scores were significantly less likely to correctly report their GPA and significantly more likely to report inflated GPA scores. Additional analyses revealed that verbal IQ and self-control were not significantly associated with self-reported GPA accuracy after controlling for genetic influences. These findings indicate that previous studies that implicate verbal IQ and self

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

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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

Verbal creativity in semantic variant primary progressive aphasia.

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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.

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

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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.

VERBAL IN FINE ARTS: USE OF QUOTES, WORDS AND EXPRESSIONS IN MODERN ART MEMES

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Sapanzha, O.S.

2017-06-01

Full Text Available The article is dedicated to the analysis of verbal art memes as a phenomenon of modern network communication. Based on the typology of art memes (visual, animation, verbal and synthetic we provide the characteristics of the tools used in the construction of verbal art memes. The main method of creating art memes is the method of appropriation. The main device that creates new meanings of artistic images in verbal art memes is the inclusion of speech elements in the work of art. Unlike visual art memes, using professional art of the XX century, a verbal art meme is mass scale by its origin and understandable to a wide audience of network users and consumers of mass art content.

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

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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.

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

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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

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

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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.

[Correlation between dental pulp demyelination degree and pain visual analogue scale scores data under acute and chronic pulpitis].

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Korsantiia, N B; Davarashvili, X T; Gogiashvili, L E; Mamaladze, M T; Tsagareli, Z G; Melikadze, E B

2013-05-01

The aim of study is the analysis of pulp nerve fibers demyelination degree and its relationship with Visual Analogue Scale (VAS) score that may be measured as objective criteria. Material and methods of study. Step I: electron micrografs of dental pulp simples with special interest of myelin structural changes detected in 3 scores system, obtained from 80 patients, displays in 4 groups: 1) acute and 2) chronic pulpitis without and with accompined systemic deseases, 20 patients in each group. Dental care was realized in Kutaisi N1 Dental clinic. Step II - self-reported VAS used for describing dental pain. All data were performed by SPSS 10,0 version statistics including Spearmen-rank and Mann-Whitny coefficients for examine the validity between pulp demyelination degree and pain intensity in verbal, numbered and box scales. Researched Data were shown that damaged myelin as focal decomposition of membranes and Schwann cells hyperthrophia correspond with acute dental pain intensity as Spearman index reported in VAS numbered Scales, myelin and axoplasm degeneration as part of chronic gangrenous pulpitis disorders are in direct correlation with VAS in verbal, numbered and behavioral Rating Scales. In fact, all morphological and subjective data, including psychomotoric assessment of dental painin pulpitis may be used in dental practice for evaluation of pain syndrome considered personal story.

Tutorial: Teaching Verbal Behavior to Children with ASD

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Einar T. INGVARSSON

2016-12-01

Full Text Available Early and intensive behavioral intervention has been shown to result in favorable outcomes for children with autism spectrum disorder. Procedures and practices based on and influenced by B. F. Skinner’s Verbal Behavior (VB have been increasingly integrated into EIBI curricula in recent years. In this article, I give an overview of some basic tenets of VB as they pertain to behavioral interventions for children with ASD, with a special emphasis on the relevance of basic behavioral principles to verbal operants. Additionally, I provide a few examples of practical recommendations derived from VB.

Truthfulness in science teachers’ bodily and verbal actions

DEFF Research Database (Denmark)

Daugbjerg, Peer

2013-01-01

A dramaturgical approach to teacher’s personal bodily and verbal actions is applied through the vocabulary of truthfulness. Bodily and verbal actions have been investigated among Danish primary and lower secondary school science teachers based on their narratives and observations of their classroom...... actions. The analysis shows how science teachers engage truthfully in pupil relations through an effort of applying classroom management, among other things. In all, this indicates that if science education research wants to understand science teachers’ personal relations to teaching science it could...... be beneficial to address the truthfulness of science teachers’ narratives and actions....

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

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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.

Auditory verbal learning in drug-free Ecstasy polydrug users.

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Fox, H. C.; Toplis, A. S.; Turner, J. J. D.; Parrott, A. C.

2001-12-01

Drug-free Ecstasy polydrug users have shown impairment on tasks of verbal working memory and memory span. Current research aims to investigate how these deficits may affect the learning of verbal material by administration of the Auditory Verbal Learning Task (AVLT) (Rey, 1964). The task provides a learning curve by assessing immediate memory span over multiple trials. Learning strategies are further analysed by tendencies to confabulate as well as demonstrate either proactive or retroactive interference elicited by a novel 'distractor' list. Three groups completed the task: two groups of 14 Ecstasy users (short- and long-term) and one group of 14 polydrug controls. Compared with controls both Ecstasy groups recalled significantly fewer words and made more confabulation errors on the initial three recall trials as well as a delayed recall trial. Long-term users demonstrated increased confabulation on the initial trials and the novel 'distractor7' trial, compared with short-term users. Only following repeated presentations were both short- and long-term users shown to perform at control levels. As such, deficits in verbal learning may be more related to storage and/or retrieval problems than problems associated with capacity per se. No interference errors were demonstrated by either of the Ecstasy groups. However, a high level of intrusion errors may indicate selective working memory problems associated with longer-term use of the drug. Copyright 2001 John Wiley & Sons, Ltd.

Organizational Learning Strategies and Verbal Memory Deficits in Bipolar Disorder.

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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).

O papel das pistas do contexto verbal no reconhecimento de palavras The role of verbal-context clues in the word-recognition process

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Sandra Regina Kirchner Guimarães

2004-08-01

Full Text Available O processo de leitura é estudado principalmente com base em dois modelos teóricos: o ascendente (bottom-up, baseado na concepção que considera o desempenho em leitura dependente do processo de decodificação, e o descendente (top-down, fundamentado na concepção que defende que a leitura se apóia especialmente na utilização de informações sintático-semânticas do texto. O presente estudo teve por objetivo investigar a contribuição do uso de informações do contexto verbal no reconhecimento de palavras. De acordo com os resultados obtidos, os sujeitos com dificuldades na leitura apoiaram-se no contexto verbal para compensar suas dificuldades, lendo corretamente 75,24% das palavras apresentadas.The reading process is studied mainly with basis on two theoretical models: the bottom-up model - based on the conception that considers the reading performance as being dependent on a decoding process, and the top-down model - based on the conception that the reading ability relies mainly on the use of syntactic-semantic information present in the text. This study was targeted at determining the importance of using information provided by the verbal context in recognizing words. Pursuant to the results attained, the subjects with reading problems found support in verbal context to compensate their difficulties, being able to read correctly about 75.24% of the words presented.

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

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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…

Verbal memory functioning in recurrent depression during partial remission and remission-Brief report

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Åsa eHammar

2013-10-01

Full Text Available The aim of the present study was to investigate verbal memory performance in a group of patients with remitted and partial remitted major depressive disorder. Thirty-one patients and 31 healthy matched controls were included in the study. Results from the California Verbal Learning Test show intact verbal memory performance in the patient group regarding learning, recall and recognition. However, patients had significantly poorer performance compared to healthy controls in immediate recall of the first trial in the verbal memory test. In conclusion, the patient group showed intact memory performance, when material is presented more than once. These findings indicate that memory performance in MDD patients with partial remission and remission benefit from repetition of material.

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

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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.

Verbal and visual learning of science terminology by high school biology students

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Grant, Andrew Morton

The purpose of this study is to determine whether scientific terms with multiple meanings are more easily learned when taught pictorially or when taught verbally. The question of interference from previously known colloquial meanings is addressed as well. In carrying out this study, an experimental group of 30 students was taught pictorially and a control group of 30 students was taught verbally. Each group was made up of male and female students from the dominant culture (Caucasian) and from alternate cultures (mainly African American and Asian). The age of the participants was between 14 and 17. Students were selected as class groups. There were four class groups in the study. Class groups were assigned to the experimental or control group by random selection. Results were compared by use of a pre-test and post-test procedure. Students were asked to verbally describe 41 terms having scientific and colloquial meanings; they were to give the scientific meaning, if known, the colloquial if not, or leave a question mark if the term was unknown. They were then asked to draw a picture of the meaning of the term, if known. The same instructions were given to both groups. A series of seven hypotheses were identified. These hypotheses considered learning outcomes related to instructional mode as well as outcomes related to gender and cultural differences. An attempt was made to determine the similarity of the experimental and control groups. Student profiles, a learning styles inventory, and an imbedded image test all showed an initial similarity of the two groups. Once the pretest and posttest were given, data were analyzed by the use of the Chi-square of Association, the McNemar Chi-square, and Z scores (at.05 significance level). Results indicated significant differences in outcomes between the experimental group and the control group. The experimental group showed more science vocabulary learning than the control group and experienced more interference from the

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

Science.gov (United States)

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.

Development and psychometric validation of the verbal affective memory test

DEFF Research Database (Denmark)

Jensen, Christian Gaden; Hjordt, Liv V; Stenbæk, Dea S

2015-01-01

. Furthermore, larger seasonal decreases in positive recall significantly predicted larger increases in depressive symptoms. Retest reliability was satisfactory, rs ≥ .77. In conclusion, VAMT-24 is more thoroughly developed and validated than existing verbal affective memory tests and showed satisfactory...... psychometric properties. VAMT-24 seems especially sensitive to measuring positive verbal recall bias, perhaps due to the application of common, non-taboo words. Based on the psychometric and clinical results, we recommend VAMT-24 for international translations and studies of affective memory.......We here present the development and validation of the Verbal Affective Memory Test-24 (VAMT-24). First, we ensured face validity by selecting 24 words reliably perceived as positive, negative or neutral, respectively, according to healthy Danish adults' valence ratings of 210 common and non...

A comparison of verbal and numerical judgments in the analytic hierarchy process

NARCIS (Netherlands)

Huizingh, EKRE; Vrolijk, HCJ

In the Analytic Hierarchy Process (AHP), decision makers make pairwise comparisons of alternatives and criteria. The AHP allows to make these pairwise comparisons verbally or numerically. Although verbal statements are intuitively attractive for preference elicitation, there is overwhelming evidence

Edinburgh Cognitive and Behavioural ALS Screen (ECAS)-Italian version: regression based norms and equivalent scores.

Science.gov (United States)

Siciliano, Mattia; Trojano, Luigi; Trojsi, Francesca; Greco, Roberta; Santoro, Manuela; Basile, Giuseppe; Piscopo, Fausta; D'Iorio, Alfonsina; Patrone, Manila; Femiano, Cinzia; Monsurrò, Mariarosaria; Tedeschi, Gioacchino; Santangelo, Gabriella

2017-06-01

Cognitive assessment for individuals with Amyotrophic Lateral Sclerosis (ALS) can be difficult because of frequent occurrence of difficulties with speech, writing, and drawing. The Edinburgh Cognitive and Behavioural ALS Screen (ECAS) is a recent multi-domain neuropsychological screening tool specifically devised for this purpose, and it assesses the following domains: executive functions, social cognition, verbal fluency and language (ALS-specific), but also memory and visuospatial abilities (Non-ALS specific). ECAS total score ranges from 0 (worst performance) to 136 (best performance). Moreover, a brief caregiver interview provides an assessment of behaviour changes and psychotic symptoms usually associated with ALS patients. The aim of the present study was to provide normative values for ECAS total score and sub-scores in a sample of Italian healthy subjects. Two hundred and seventy-seven Italian healthy subjects (151 women and 126 men; age range 30-79 years; educational level from primary school to university) underwent ECAS and Montreal Cognitive Assessment (MoCA). Multiple linear regression analysis revealed that age and education significantly influenced performance on ECAS total score and sub-scale scores. From the derived linear equation, a correction grid for raw scores was built. Inferential cut-off scores were estimated using a non-parametric technique and equivalent scores (ES) were computed. Correlation analysis showed a good significant correlation between adjusted ECAS total scores with adjusted MoCA total scores (r rho  = 0.669, p < 0.0001). The present study provided normative data for the ECAS in an Italian population useful for both clinical and research purposes.

Cross-cultural Differences of Stereotypes about Non-verbal Communication of Russian and Chinese Students

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I A Novikova

2011-09-01

Full Text Available The article deals with peculiarities of non-verbal communication as a factor of cross-cultural intercourse and adaptation of representatives of different cultures. The possibility of studying of ethnic stereotypes concerning non-verbal communication is considered. The results of empiric research of stereotypes about non-verbal communication of Russian and Chinese students are presented.

Análise da comunicação verbal e não verbal de uma mãe cega e com limitação motora durante a amamentação

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Lorita Marlena Freitag Pagliuca

2011-06-01

Full Text Available Análise da comunicação verbal e não verbal de mãe cega e com limitação motora durante a amamentação. Coleta por entrevista e filmagem, com análise qualitativa dos dados. Na comunicação verbal a mãe atua como remetente durante amamentação e uso da mamadeira, predominando a mensagem dificuldade de amamentar. Na não verbal, na posição deitada há ausência de contato face a face e diminui o contato físico; sentada, o contato está aumentado, expressa afeto, mas a mãe não direciona a face para o filho; administrando mamadeira, mãe sentada, expressa afeto e interação, mantém cabeça baixa. Conclui-se que a comunicação verbal está centrada na mensagem alimentação e na não verbal há interferência da posição para alimentar a criança.

Estudo do código visual originado do código verbal na linguagem jornalística Study of the visual code originated the verbal code in journalistic language

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Leange Severo Alves

1982-11-01

Full Text Available Estudo da interação e importância da linguagem verbal e não verbal na comunicação na mensagem jornalística. Analisamos, dentro deste enfoque, a escrita como representação, a arte gráfica, o traçado e corpo do tipo. Analisamos também o modo e medida de composição e as cores no jornal como recursos visuais que chamam e prendem a atenção do leitor.Study on the interaction and importance of the verbal and non-verbal language in the journalistic message communication, Within this subject, we have analysed representative writing, graphic arts, design and letter-types body. We have also analysed composition format, colours and layout as visual appears which catch the reader's attention.

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

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Evelyn Bosma

2017-09-01

Full Text Available 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.

Using Extra-Linguistic Material for Mandarin-French Verbal Constructions Comparison

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Magistry, Pierre; Prevot, Laurent; Cheung, Hintat; Shiao, C.Y; Desalle, Yann; Gaume, Bruno

2009-01-01

International audience; Systematic cross-linguistic studies of verbs syntactic-semantic behaviors for ty-pologically distant languages such as Mandarin Chinese and French are difficult to conduct.Such studies are nevertheless necessary due to the crucial role that verbal constructions playin the mental lexicon. This paper addresses the problem by combining psycho-linguisticsand computational methods. Psycho-linguistics provides us with a bilingual corpus that fea-tures verbal construction ass...

The absoluteness of semantic processing: lessons from the analysis of temporal clusters in phonemic verbal fluency.

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Isabelle Vonberg

Full Text Available For word production, we may consciously pursue semantic or phonological search strategies, but it is uncertain whether we can retrieve the different aspects of lexical information independently from each other. We therefore studied the spread of semantic information into words produced under exclusively phonemic task demands.42 subjects participated in a letter verbal fluency task, demanding the production of as many s-words as possible in two minutes. Based on curve fittings for the time courses of word production, output spurts (temporal clusters considered to reflect rapid lexical retrieval based on automatic activation spread, were identified. Semantic and phonemic word relatedness within versus between these clusters was assessed by respective scores (0 meaning no relation, 4 maximum relation.Subjects produced 27.5 (±9.4 words belonging to 6.7 (±2.4 clusters. Both phonemically and semantically words were more related within clusters than between clusters (phon: 0.33±0.22 vs. 0.19±0.17, p<.01; sem: 0.65±0.29 vs. 0.37±0.29, p<.01. Whereas the extent of phonemic relatedness correlated with high task performance, the contrary was the case for the extent of semantic relatedness.The results indicate that semantic information spread occurs, even if the consciously pursued word search strategy is purely phonological. This, together with the negative correlation between semantic relatedness and verbal output suits the idea of a semantic default mode of lexical search, acting against rapid task performance in the given scenario of phonemic verbal fluency. The simultaneity of enhanced semantic and phonemic word relatedness within the same temporal cluster boundaries suggests an interaction between content and sound-related information whenever a new semantic field has been opened.

Verbal autopsy of 80,000 adult deaths in Tamilnadu, South India

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Peto Richard

2004-10-01

Full Text Available Abstract Background Registration of the fact of death is almost complete in the city of Chennai and not so in the rural Villupuram district in Tamilnadu, India. The cause of death is often inadequately recorded on the death certificate in developing countries like India. A special verbal autopsy (VA study of 48 000 adult (aged ≥ 25 yrs deaths in the city of Chennai (urban during 1995–97 and 32 000 in rural Villupuram during 1997–98 was conducted to arrive at the probable underlying cause of death to estimate cause specific mortality. Methods A ten day training on writing verbal autopsy (VA report for adult deaths was given to non-medical graduates with at least 15 years of formal education. They interviewed surviving spouse/close associates of the deceased to write a verbal autopsy report in local language (Tamil on the complaints, symptoms, signs, duration and treatment details of illness prior to death. Each report was reviewed centrally by two physicians independently. Random re-interviewing of 5% of the VA reports was done to check the reliability and reproducibility of the VA report. The validity of VA diagnosis was assessed only for cancer deaths. Results Verbal autopsy reduced the proportion of deaths attributed to unspecified and unknown causes from 54% to 23% (p Conclusion A ten day training programme to write verbal autopsy report with adequate feed back sessions and random sampling of 5% of the verbal autopsy reports for re-interview worked very well in Tamilnadu, to arrive at the probable underlying cause of death reliably for deaths in early adult life or middle age (25–69 years and less reliably for older ages (70+. Thus VA is practicable for deaths in early adult life or middle age and is of more limited value in old age.

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