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261.
Teaching conversational speech to children with autism spectrum disorder using text‐message prompting 下载免费PDF全文
The present study was designed to teach conversational speech using text‐message prompts to children with autism spectrum disorder (ASD) in home play settings with siblings and peers. A multiple baseline design across children was used. Children learned conversational speech through the text‐message prompts, and the behavior generalized across peers and settings. Maintenance of treatment gains was seen at 1‐month follow‐up probes. Social validity measures indicated that parents of typically developing children viewed the participants' conversational speech as much improved after the intervention. Results are discussed in terms of the efficacy of text‐message prompts as a promising way to improve conversational speech for children with ASD. 相似文献
262.
Minding the Genes: a Multidisciplinary Approach towards Genetic Assessment of Cardiovascular Disease
Ashley Rhodes Lindsey Rosman John Cahill Jodie Ingles Brittney Murray Crystal Tichnell Cynthia A. James Samuel F. Sears 《Journal of genetic counseling》2017,26(2):224-231
Genetic assessment for inherited cardiovascular disease (CVD) is increasingly available, due in part to rapid innovations in genetic sequencing technologies. While genetic testing is aimed at reducing uncertainty, it also produces awareness of potential medical conditions and can leave patients feeling uncertain about their risk, especially if there are ambiguous results. This uncertainty can produce psychological distress for patients and their families undergoing the assessment process. Additionally, patients may experience psychological distress related to living with inherited CVD. In order to more effectively manage the psychosocial challenges related to genetic assessment for CVD, a multidisciplinary model expanded to include psychologists and other allied health professionals is outlined. A case study is provided to illustrate how psychological distress can manifest in a patient living with inherited CVD, as well as proposed psychological management of this patient. Finally, a guide for genetic counselors is provided to aid in identifying and managing common psychological reactions to genetic assessment for CVD. 相似文献
263.
Emma Rhodes Kathryn N. Devlin Laurence Steinberg 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2017,24(3):321-332
Various psychological assets have been shown to protect against late-life cognitive impairment by promoting cognitive reserve. While factors such as educational attainment and IQ are well-established contributors to cognitive reserve, noncognitive factors, such as grit, have not been studied in this regard. We examined the contribution of adolescent grit, indexed by high school class rank controlling for IQ, to late-life cognition and its decline among approximately 4000 participants in the Wisconsin Longitudinal Study, a random sample of high school graduates followed from 1957 to 2011. Adolescent grit significantly predicted both immediate and delayed memory at ages 64 and 71, over and above the contribution of IQ. While the relative contributions of IQ and grit to immediate memory were comparable, grit was a stronger predictor of delayed memory. Cognitive reserve has noncognitive, as well as cognitive, components. 相似文献
264.
The Maudsley model of family-based treatment for anorexia integrates a variety of schools of family therapy, and has been developed and supported by a number of randomized controlled trials. In this paper we will describe the systemic organizational changes that have occurred as a result of the inclusion of this model in the Eating Disorders Program at The Children's Hospital at Westmead over an eighteen-month period, including a process of mutual influence between medical practitioners and family therapists. These changes have contributed towards a dramatic improvement in clinical outcomes including a significant drop in readmission rates to hospital. 相似文献
265.
Faces have features characteristic of the identity, age and sex of an individual. In the context of social communication and
social recognition in various animal species, facial information is relevant for discriminating between familiar and unfamiliar
individuals. Here, we present two experiments aimed at testing the ability of cattle (Bos taurus) to visually discriminate between heads (including face views) of familiar and unfamiliar conspecifics represented as 2D
images. In the first experiment, we observed the spontaneous behaviour of heifers when images of familiar and unfamiliar conspecifics
were simultaneously presented. Our results show that heifers were more attracted towards the image of a familiar conspecific
(i.e., it was chosen first, explored more, and given more attention) than towards the image of an unfamiliar one. In the second
experiment, the ability to discriminate between images of familiar and unfamiliar conspecifics was tested using a food-rewarded
instrumental conditioning procedure. Eight out of the nine heifers succeeded in discriminating between images of familiar
and unfamiliar conspecifics and in generalizing on the first trial to a new pair of images of familiar and unfamiliar conspecifics,
suggesting a categorization process of familiar versus unfamiliar conspecifics in cattle. Results of the first experiment
and the observation of ear postures during the learning process, which was used as an index of the emotional state, provided
information on picture processing in cattle and lead us to conclude that images of conspecifics were treated as representations
of real individuals. 相似文献
266.
Solomon M Frank MJ Smith AC Ly S Carter CS 《Cognitive, affective & behavioral neuroscience》2011,11(3):437-449
Individuals with autism spectrum disorders (ASDs) exhibit intact rote learning with impaired generalization. A transitive
inference paradigm, involving training on four sequentially presented stimulus pairs containing overlapping items, with subsequent
testing on two novel pairs, was used to investigate this pattern of learning in 27 young adults with ASDs and 31 matched neurotypical
individuals (TYPs). On the basis of findings about memory and neuropathology, we hypothesized that individuals with ASDs would
use a relational flexibility/conjunctive strategy reliant on an intact hippocampus, versus an associative strength/value transfer strategy requiring intact interactions between the prefrontal cortex and the striatum. Hypotheses were largely confirmed.
ASDs demonstrated reduced interference from intervening pairs in early training; only TYPs formed a serial position curve
by test; and ASDs exhibited impairments on the novel test pair consisting of end items with intact performance on the inner
test pair. However, comparable serial position curves formed for both groups by the end of the first block. 相似文献
267.
Linnea R. Burk Jeffrey M. Armstrong Jong-Hyo Park Carolyn Zahn-Waxler Marjorie H. Klein Marilyn J. Essex 《Journal of abnormal child psychology》2011,39(2):225-238
Aggressive victims—children who are both perpetrators and victims of peer aggression—experience greater concurrent mental
health problems and impairments than children who are only aggressive or only victimized. The stability of early identified
aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused
on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and
victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence
is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors,
or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on
children’s involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms,
externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at
Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer
bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental
health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status
groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions
may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems. 相似文献
268.
Ning Du David V. Budescu Marjorie K. Shelly Thomas C. Omer 《Organizational behavior and human decision processes》2011,114(2):179-189
Prior findings suggest managers often choose ranges to communicate uncertainty in future earnings. We analyzed earnings forecasts over 11 years and find higher earnings uncertainty firms are more likely to choose range estimates. We study investors’ attitudes to forecast precision and argue investors’ evaluations of forecasts can be explained by a sequential non-compensatory two-stage process – First, investors determine whether a point or a range estimate is more appropriate for a particular domain based on the congruence principle. Then, they seek the most precise reasonable range to maximize informativeness. Results from three experiments indicate the preference for (im)precision is non-monotonic – it peaks for low levels of imprecision and diminishes when the range gets wider, and is consistent with participants’ desire for congruent and informative estimates, and supports the claim that investors favor forecasts that are as precise as warranted by the information available, but not more precise. 相似文献
269.
270.
Anne Vilain Marjorie Dole Hlne Lvenbruck Olivier Pascalis Jean‐Luc Schwartz 《Developmental science》2019,22(6)
The influence of motor knowledge on speech perception is well established, but the functional role of the motor system is still poorly understood. The present study explores the hypothesis that speech production abilities may help infants discover phonetic categories in the speech stream, in spite of coarticulation effects. To this aim, we examined the influence of babbling abilities on consonant categorization in 6‐ and 9‐month‐old infants. Using an intersensory matching procedure, we investigated the infants’ capacity to associate auditory information about a consonant in various vowel contexts with visual information about the same consonant, and to map auditory and visual information onto a common phoneme representation. Moreover, a parental questionnaire evaluated the infants’ consonantal repertoire. In a first experiment using /b/–/d/ consonants, we found that infants who displayed babbling abilities and produced the /b/ and/or the /d/ consonants in repetitive sequences were able to correctly perform intersensory matching, while non‐babblers were not. In a second experiment using the /v/–/z/ pair, which is as visually contrasted as the /b/–/d/ pair but which is usually not produced at the tested ages, no significant matching was observed, for any group of infants, babbling or not. These results demonstrate, for the first time, that the emergence of babbling could play a role in the extraction of vowel‐independent representations for consonant place of articulation. They have important implications for speech perception theories, as they highlight the role of sensorimotor interactions in the development of phoneme representations during the first year of life. 相似文献