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141.
Michael D. Weiler Jane Holmes Bernstein David C. Bellinger Deborah P. Waber 《Child neuropsychology》2013,19(3):218-234
Attention Deficit/Hyperactivity Disorder (ADHD) is among the most common and most often reconceptualized neurobehavioral disorders of childhood. In the most recent DSM-IV, a primarily inattentive subtype of ADHD (AD) has again been identified. This study explores the neuropsychological profile of this group of children. Eighty-two children referred for school-related problems participated. Twenty-five met criteria for AD; 52 met criteria for reading disability (RD); 9 were comorbid for RD and AD. AD children performed poorly on measures of information processing speed. Children with comorbid AD/RD were distinguishable from those with RD on speed of processing measures only. Vulnerability to information processing load may be at the root of many of the behavioral manifestations of AD. 相似文献
142.
Evidence-based practice, the rigorous conduct of clinical analysis and intervention, includes practice-based evidence. Here, practice data were the source of three “clinical portraits” used for exploratory analysis of an array of cognitive and social problems in 30 children whose neurobehavioral profiles fulfilled psychometric criteria for a nonverbal learning disability (NLD). Qualitative analysis of the children's academic and adjustment difficulties revealed patterns of dissociable deficits. These findings argue for at least three groups within the NLD construct. Identifying such subgroups is of practical importance: More precise characterization of neuropsychological competencies leads to improved interventions and better outcomes. 相似文献
143.
“Hotspots” refer to memories of detailed moments of peak emotional distress during a traumatic event. This study investigates hotspot frequency, and the emotions and cognitions contained in hotspots of memory for trauma, to replicate a previous study in this area (Holmes, Grey, & Young, 2005). Participants were patients receiving treatment for post-traumatic stress disorder (PTSD) at a specialist outpatient clinic after experiencing a range of traumatic events. The main finding was that, after fear, the most common emotions reported were anger and sadness. Cognitions related to psychological threat to the self were more common than those related to physical threat. 相似文献
144.
Len Holmes 《European Journal of Work and Organizational Psychology》2013,22(2):253-266
The notion of “performance7rdquo; has a central place in the contemporary discourse of learning and competence. The notion is used to translate abstract ideas and ideals of lifelong learning, organizational learning, learning society, etc., into practical measures. Changes in performance provide the identifiable measures that learning has taken place, evidence of enhanced competency/capability. Different versions of the learning and competency/capability agenda may place different emphases upon the extent to which such performance changes may be predetermined or are essentially emergent, but the assumption remains that performance provides the basis for attribution that learning has (or has not) taken place. This article takes issue with the conventional notion of “performance” as unequivocally observable. Drawing upon traditional philosophical distinctions between behaviour and action, and interpretative, constructionist, situational, and relational traditions within the social sciences, the nature of performance is subjected to theoretical analysis. It is argued that performance cannot be taken as transparent evidence of learning. Rather the attribution of performance is itself the outcome of situated acts of interpretation, essentially contestable and negotiated, subject to reinterpretation and renegotiation. The key social processes by which such interpretation is accomplished will be shown to implicate issues of identity (and identity formation) and social practice (and its discursive production). The potential fruitfulness of the identity-practice model will be illustrated by applying it to the issue of graduate “employability”, in order to address problems with the conventional “skills” approach. 相似文献
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Holmes SD Roberts B 《Journal of experimental psychology. Human perception and performance》2011,37(6):1988-2000
Onset asynchrony is an important cue for auditory scene analysis. For example, a harmonic of a vowel that begins before the other components contributes less to the perceived phonetic quality. This effect was thought primarily to involve high-level grouping processes, because the contribution can be partly restored by accompanying the leading portion of the harmonic (precursor) with a synchronous captor tone an octave higher, and hence too remote to influence adaptation of the auditory-nerve response to that harmonic. However, recent work suggests that this restoration effect arises instead from inhibitory interactions relatively early in central auditory processing. The experiments reported here have reevaluated the role of adaptation in grouping by onset asynchrony and explored further the inhibitory account of the restoration effect. Varying the frequency of the precursor in the range ± 10% relative to the vowel harmonic (Experiment 1), or introducing a silent interval from 0 to 320 ms between the precursor and the vowel (Experiment 2), both produce effects on vowel quality consistent with those predicted from peripheral adaptation or recovery from it. However, there were some listeners for whom even the smallest gap largely eliminated the effect of the precursor. Consistent with the inhibitory account of the restoration effect, a contralateral pure tone whose frequency is close to that of the precursor is highly effective at restoring the contribution of the asynchronous harmonic (Experiment 3). When the frequencies match, lateralization cues arising from binaural fusion of the precursor and contralateral tone may also contribute to this restoration. 相似文献
150.