Assessment of preschoolers at-risk with the WPPSI--R and the Stanford-Binet L-M.

The purpose of this study was to provide data on the validity of using the WPPSI--R with 16 preschoolers who had been referred for psychological assessment. A comparison of the preschoolers' performance on the WPPSI--R and the Stanford-Binet L-M was made. Children ranged in age from 3-0 to 6-0 years, with a mean age of 4-5 yr. The correlations between WPPSI--R and Stanford-Binet L-M scores were strong; WPPSI--R Verbal IQ and Stanford-Binet L-M IQ, r = .85; WPPSI--R Performance IQ and Stanford-Binet L-M IQ, r = .75, and WPPSI--R Full Scale IQ and Stanford-Binet L-M IQ, r = .82. For this very small sample of children whose mean IQ was significantly below average, the WPPSI--R appeared to assess validly their current intellectual functioning. Attention should be given concurrent and predictive validity as well as the efficiency of using the WPPSI--R with other and larger samples of referred children.     

Infant artificial language learning and language acquisition

The rapidity with which children acquire language is one of the mysteries of human cognition. A view held widely for the past 30 years is that children master language by means of a language-specific learning device. An earlier proposal, which has generated renewed interest, is that children make use of domain-general, associative learning mechanisms. However, our current lack of knowledge of the actual learning mechanisms involved during infancy makes it difficult to determine the relative contributions of innate and acquired knowledge. A recent approach to studying this problem exposes infants to artificial languages and assesses the resulting learning. In this article, we review studies using this paradigm that have led to a number of exciting discoveries regarding the learning mechanisms available during infancy. These studies raise important issues with respect to whether such mechanisms are general or specific to language, the extent to which they reflect statistical learning versus symbol manipulation, and the extent to which such mechanisms change with development. The fine-grained characterizations of infant learning mechanisms that this approach permits should result in a better understanding of the relative contributions of, and the dynamic between, innate and learned factors in language acquisition.     

Infants avoid 'labouring in vain' by attending more to learnable than unlearnable linguistic patterns

Every environment contains infinite potential features and correlations among features, or patterns. Detecting valid and learnable patterns in one environment is beneficial for learners because doing so lends predictability to new environments where the same or analogous patterns recur. However, some apparent correlations among features reflect spurious patterns, and attempting to learn the latter costs time and resources with no advantage to the learner. Thus, an efficient learner in a complex environment needs to devote more attention to input that reflects a real and learnable pattern than to input that reflects a spurious or ultimately unlearnable pattern. However, in order to achieve such efficiency in the absence of external feedback, learners need to have an implicit metric of their own learning progress. Do human infants have such a metric? Data from two experiments demonstrate that 17‐month‐olds attend longer to learnable vs. unlearnable linguistic grammars, taking more trials to habituate and more overall time to habituate for grammars in which a valid generalization over input stimuli can be made. These data provide the first evidence that infants have an implicit metric of their own learning progress and preferentially direct their attention to learnable aspects of their environment.     

自然分娩与剖宫产的比较研究

剖宫产不是一种分娩方式,而是解决难产的手段.日益增高的剖宫产率成为人们关注的热点话题,自然分娩和剖宫产对母婴的健康和卫生资源的影响,有很多的研究和争议,对于没有医学指征要求剖宫产目前倾向于在知情同意的情况下尊重患者的自主权和选择权,但控制剖宫产率在一个理性的范围之内,是一个系统工程,值得全社会的关注.     

自然分娩与剖宫产的比较研究

剖宫产不是一种分娩方式,而是解决难产的手段。日益增高的剖宫产率成为人们关注的热点话题,自然分娩和剖宫产对母婴的健康和卫生资源的影响,有很多的研究和争议,对于没有医学指征要求剖宫产目前倾向于在知情同意的情况下尊重患者的自主权和选择权,但控制剖宫产率在一个理性的范围之内,是一个系统工程,值得全社会的关注。     

The basis of transfer in artificial grammar learning

In two experiments, we examined the extent to which knowledge of sequential dependencies and/or patterns of repeating elements is used during transfer in artificial grammar learning. According to one view of transfer, learners abstract the grammar's sequential dependencies and then learn a mapping to new vocabulary at test (Dienes, Altmann, & Gao, 1999). Elements that are repeated have no special status on this view, and so a logical prediction is that learners should transfer as well after exposure to a grammar without repetitions as after exposure to a grammar with them. On another view, repetition structure is the very basis of transfer (Brooks & Vokey, 1991; Mathews & Roussel, 1997). Learners were trained on grammars with or without repeating elements to test these competing views. Learners demonstrated considerable knowledge of sequential dependencies in their training vocabulary but did not use such knowledge to transfer to a new vocabulary. Transfer only occurred in the presence of repetition structure, demonstrating this to be the basis of transfer.     

Schwere Anorexia nervosa

Background

Psychosomatic support during acute medical treatment of patients with anorexia nervosa is a special need but up to now a rare constellation. These patients can barely accept necessary somatic procedures even if they suffer from severe consequences of the eating disorder. The ambivalence of patients towards treatment is explained by the loss of the right perception of their bodies and the strong obsession with further weight loss.

Methods

This article reports on eight consecutively treated patients on a medical ward who received a liaison psychosomatic, psychotherapeutic visit twice a week. The aim was to maintain better therapy adherence, to support oral food intake and understanding of the disorder as well as to motivate patients for further psychosomatic treatment.

Results

By means of a respectful cooperation between the departments of internal medicine and psychosomatics it was possible to gain psychotherapeutic access to the patients in this highly complicated situation.

Consequence

The psychodynamic aspects of this collaboration are discussed with a focus on the triangulation of the therapeutic process.