Comparison between Oral and Written Spelling in Alzheimer's Disease

Written and oral spelling were compared in 33 patients with Alzheimer's disease (AD) and 25 control subjects. AD patients had poorer spelling results which were influenced by orthographic difficulty and word frequency, but not by grammatical word class. Lexical spelling was also more deteriorated than phonological spelling. Moreover, oral spelling was more impaired than written spelling in AD patients, whereas no difference was present between oral and written spelling of controls. Analysis of spelling errors showed that, for controls, errors were predominantly phonologically accurate in both spelling tasks. Significantly, AD patients produced more phonologically accurate than inaccurate errors in written spelling, whereas these errors did not differ in oral spelling. In contrast to controls who produced more constant than variable responses in oral and written spelling, AD patients made more variable responses (words correctly spelled in one task but incorrectly in the other) and they showed many instances of variable errors (different misspellings from one spelling task to the other). Two stepwise regression procedures showed that written misspellings were specifically correlated with language impairment, whereas oral spelling errors were correlated with attentional and language disorders. These results suggest that AD increases the attentional demands of oral spelling process as compared to written spelling. This dissociation argues, either for a unique Graphemic Buffer in which oral spelling requires more attentional resources than written spelling or for the hypothesis of separate buffers for oral and written spelling.     

On abstraction and the doctrine of terms in eighteenth-century philosophy of language

The aim of this paper is to understand why empiricist philosophers of language did not try to refute the Leibniz-Beauzée argument, which questioned the genetical priority of proper names. It is shown that, within the semantic theory which underlies the empiricist doctrine, one may assume that all general terms derive from particular names, while conceding that every proper name can be etymologically traced back to the ancestor of a common noun.     

The contribution of sex distribution,job content,and occupational classification to job sextyping: Two studies

The distribution of males and females on a job, occupational classification, and job content as defined by the DOT analysis of job activity demands were examined as predictors of job sex stereotypes in two studies. Results indicate that the actual base rate of males and females in the job is the most important predictor of job sextypes, accounting for 48 and 70% of the adjusted variance in sextypes in the two studies. The results lend little support to the proposition that job content makes a significant contribution to the perception of job sextypes.     

Visual behavior of the young human infant: Relationships between chromatic and spatial perception and the activity of underlying brain mechanisms

Two experiments investigated visual attention in human infants. In one experiment, babies looked longer at more than at less saturated colors. In a second experiment, babies looked longer at gratings aligned along the horizontal and vertical orthogonals than along the obliques. Because saturated colors and orthogonal stimulation elicit greater activity in visual system neurons and greater amplitude evoked potentials than desaturated colors or oblique stimulation, these two experiments support the hypothesis that the simple visual stimuli to which infants preferably attend are those that are particularly appropriate in stimulating the geniculostriate or primary visual system. The ethological significance of this taxic mechanism and its utility and function in perception, cognition, and aesthetics are underscored.     

Is knowledge base development a necessary and sufficient condition for memory development?

The hypothesis that knowledge base development is an important condition for memory development was tested in two experiments. In Experiment 1 subjects from grades K, 6, and college participated in an incidental learning task where they analyzed words according to one of four featural systems: physical, acoustic, semantic, and imagery. Large developmental differences in recall were found in the imagery and semantic conditions, small differences were observed in the acoustic conditions, and no developmental differences were found in the physical condition. Experiment 2 involved presenting college students and third graders words either from categories highly salient to third graders, e.g., cartoons, games, etc., or from corresponding Battig and Montague categories generated by college students. Free recall and clustering performances showed significant interactions, with third graders superior on the third-grade salient items, and college students superior on Battig and Montague items.     

Apparent contrast of suprathreshold gratings varies with stimulus orientation

Human contrast sensitivity is known to vary with both stimulus spatial frequency and orientation. Previous research has indicated, however, that the apparent contrast of a sinusoidal grating is independent of spatial frequency at suprathreshold levels. We have found that the apparent contrast of suprathreshold gratings is not independent of its orientation. Observers adjusted the apparent contrasts of vertical and oblique gratings to match a 40% standard. Contrast match deviations were found at a number of spatial frequencies, indicating a lack of contrast constancy with stimulus orientation. The apparent contrast of gratings in different orientations could not be predicted in any simple fashion from either contrast threshold differences or ratios.     

Psychofamilial correlates of school disorders

A model for understanding relationships between family functioning and children's school disorders is presented. The model is based upon the work of Minuchin, Rosman, and Baker (1979) with psychosomatic children and on the author's experience as clinical coordinator of a center for children and adolescents with academic and behavioral disorders. Five transactional patterns are identified as supporting the presence of a school disturbance: enmeshment, overprotectiveness, rigidity, lack of conflict resolution, and child intrusion in marital conflict. Each of these patterns is illustrated with case examples in order to highlight how the child's school symptoms often have an important impact on the family's organization. Some treatment suggestions are provided, with special emphasis made for those practitioners working with Hispanic families.     

Dimensions of metaphor

Two rating studies examined several dimensions of metaphorical sentences. A pool of 260 metaphors was constructed, all in the form “(noun phrase) is/are (noun phrase).” In Study 1 all of the items, and in Study 2, 98 of the items were evaluated on ten scales presumed to be important to the comprehension or interpretation of metaphors: semantic relatedness of the subject and predicate, comprehensibility, imageability, imageability of the subject (topic), imageability of the predicate (vehicle), degree of metaphoricity, metaphor goodness, ease of interpretation, number of alternative interpretations, and felt familiarity of the metaphoric ground. Both experiments revealed the rated dimensions to be highly interrelated, but some analyses allowed evaluation of alternative predictions based on current theoretical approaches to metaphor quality and interpretation. The results indicated consistent but mixed support for the general poisitions under consideration as each appeared to have strong and weak areas of applicability. The interrelationships among the scales are discussed, together with implications of the findings for current theories and future metaphor research.     

The syllable-length effect in number processing is task-dependent

Two experiments were run in order to investigate the relationship between syllable length of number names and eye-fixation durations during silent reading of one- and two-digit numbers. In Experiment 1, subjects had to read a series of three numbers and recall them orally; in Experiment 2, subjects had to indicate manually whether the value of the middle number was between the values of the outer numbers. The effect of syllable length was controlled for possible confounding effects of number frequency and number magnitude. Findings indicated that fixation duration depended on syllable length of number names in the first task, but not in the second task. The results call into question the claim that phonological encoding is imperative in visual processing; phonological encoding was used only when the numbers had to be recalled, and not when they were coded for computational purposes.