Can dyslexia be treated? Treatment-specific and generalized treatment effects in dyslexic children's response to remediation

A total of 178 reading disabled children were randomly assigned to one of three treatment conditions providing training in word recognition and decoding skills (DS), oral and written language (OWLS), or classroom survival skills (CSS. an alternative treatment control). Pre- and post-treatment comparisons on an array of standardized and experimental measures indicated that the two experimental treatments (DS, OWLS) resulted in improvement on selected tests significantly greater than that resulting from a third treatment intervention which controlled for treatment time and individual attention (CSS). Effects specific to each experimental treatment were identified, as well as some generalized treatment advantages shared by both experimental groups at post-test. These results indicate that some of the deficits associated with developmental dyslexia are amenable to treatment. Greater generalization of treatment effects was observed following the DS than the OWLS treatment. While DS-instructed children exhibited better word recognition skills, however, their knowledge of grapheme-phoneme correspondence rules was not improved. Several OWLS-specific effects observed on experimental reading and language measures were not replicated on standardized tests which purport to measure the same skills. These results are discussed with respect to (i) possible mechanisms by which disabled readers may acquire word recognition skills, (ii) their failure to acquire and use grapheme-phoneme correspondence rules, and (iii) a possible reduced tendency in the present population to generalize newly acquired specific knowledge to related knowledge domains.     

A componential model for mental addition

A componential model capable of representing simple and complex forms of mental addition was proposed and then tested by using chronometric techniques. A sample of 23 undergraduate students responded to 800 addition problems in a true-false reaction time paradigm. The 800 problems comprised 200 problems of each of four types: two single-digit addends, one single- and one double-digit addend, two double-digit addends, and three single-digit addends. The results revealed that the columnwise product of addends, a structural variable consistent with a memory network retrieval process, was the best predictor of mental addition for each of the four types of problem. Importantly, the componential model allowed estimation of effects of several other structural variables, e.g., carrying to the next column and speed of encoding of digits. High levels of explained variance verified the power of the model to represent the reaction time data, and the stability of estimates across types of problem implied consistent component use by subjects. Implications for research on mental addition are discussed.     

Base-rate effects in category learning: a comparison of parallel network and memory storage-retrieval models

Exemplar-memory and adaptive network models were compared in application to category learning data, with special attention to base rate effects on learning and transfer performance. Subjects classified symptom charts of hypothetical patients into disease categories, with informative feedback on learning trials and with the feedback either given or withheld on test trials that followed each fourth of the learning series. The network model proved notably accurate and uniformly superior to the exemplar model in accounting for the detailed course of learning; both the parallel, interactive aspect of the network model and its particular learning algorithm contribute to this superiority. During learning, subjects' performance reflected both category base rates and feature (symptom) probabilities in a nearly optimal manner, a result predicted by both models, though more accurately by the network model. However, under some test conditions, the data showed substantial base-rate neglect, in agreement with Gluck and Bower (1988b).     

Gay Identity Issues Among Black Americans: Racism,Homophobia, and the Need for Validation

There is little available literature on gay and lesbian identity among Black Americans. This exploratory study involved interviewing a total of six Black-American gay men and lesbian women regarding gay identity development issues. Data pertaining to the interviewees' experiences of gay identity development were obtained through a questionnaire of six open-ended questions and an interview with each participant lasting 1 to 2 hours. This article presents some of the significant challenges faced by those who were interviewed regarding their sense of self-acceptance, both as Blacks in the predominantly White gay and lesbian community and as gay men and lesbian women in the predominantly heterosexual Black community. The implications of these issues for future research and counseling intervention are discussed. In this article the term gay identity is generally used in reference to both men and women. When women are being discussed exclusively, however, the term lesbian identity is used.     

Verbal and visuospatial recall by younger and older subjects: use of matched tasks

In this study, 18 older (over age 65, M = 75.61 years) and 18 younger (below age 40 and over age 17, M = 26.44 years) healthy volunteers were tested on verbal and visuospatial recall. Tasks were matched on discriminating power. Older Ss performed worse than younger Ss on both tasks. The older Ss also showed a larger deficit in visuospatial than in verbal recall, relative to the younger Ss. These results are consistent with the theory of aging according to which verbal tasks are more resistant to deterioration than are nonverbal tasks. A psychological explanation based on lifetime experience with verbal material is preferred over the physiological explanation advocating faster aging of the right hemisphere.     

Relationship of severity of dementia to caregiving stressors

In studies of individual differences and longitudinal changes in stress and coping among dementia caregivers, assessing severity of patient impairment is critically important. It is proposed that with the progression of dementia, cognitive impairment may steadily increase, but other stressful behavioral symptoms peak at various stages of dementia. Cross-sectional data from 49 caregiving families and longitudinal follow-up data from 48 families suggest that instrumental self-care deficits begin early in dementia, and basic self-care deficits increase with dementia severity, but that many distressing behavioral symptoms decrease in late dementia. Assessments of dementia patient severity should be multidimensional, and increases and decreases in various dementia patient stressors over time should be considered as factors influencing caregiver coping.     

Age differences in the acculturation process

Age differences were assessed in a conceptual model that seeks to explain how acculturation affects psychological well-being among Mexican Americans. The data were from a national probability sample of 859 persons of Mexican decent. It was hypothesized that low acculturation creates financial stress. Moreover, low acculturation and financial stress were in turn predicted to erode feelings of personal control and self-esteem. Finally, diminished feelings of control and low self-esteem were hypothesized to exert a negative impact on psychological well-being. When data from respondents of all ages was assessed, empirical support was found for all of the hypotheses except the linkage between acculturation and financial stress. However, few age differences emerged in the model. The authors conclude that older Mexican Americans may not be more vulnerable to the stressors associated with acculturation.