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141.
Displacement of the cerebellar tonsils in Chiari type I malformation (CMI) can affect functions controlled by the cerebellum and brainstem. While playing an integral role in the control of movement, the cerebellum also has widespread cortical connections, influencing a range of cognitive process. A systematic literature review was conducted to examine the relationship between cognition and CMI, assessing evidence for general or domain-specific cognitive change. The search protocol examined the AMED, CINAHL, Cochrane Library, EMBASE, MEDLINE, PsycINFO, and Scopus databases. Articles meeting the following criteria were included in this review (i) examined children or adults with a clinically defined diagnosis of CMI, (ii) assessed cognitive function with a prospective examination, (iii) included at least one standardized instrument designed to measure general or specific domains of cognitive function, and (iv) were published in English in a peer-reviewed journal. Twelve articles were identified, including 783 cases aged 3 months to 64 years. General cognition, processing speed, and learning and memory appeared less affected, while language deficits appeared to diminish with age. Executive dysfunction was the most commonly reported cognitive impairment, while attention and working memory, and visuospatial and perceptual skills also appeared vulnerable. Numerous methodological limitations were identified that should be considered in interpreting the impact of CMI and planning future investigations. Overall, there is currently insufficient evidence to describe a valid and reliable profile of cognitive impairment in CMI. Further research is required to confirm these preliminary psychometric results and integrate them with pathophysiological models 相似文献
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143.
Rogers CL 《Science and engineering ethics》2000,6(4):553-557
The public communication of science and technology has become increasingly important over the last several decades. However,
understanding the audience that receives this information remains the weak link in the science communication process. This
essay provides a brief review of some of the issues involved, discusses results from an audience-based study, and suggests
some strategies that both scientists and journalists can use to modify media coverage in ways that can help audiences better
understand major public issues that involve science and technology.
Carol L. Rogers is editor of the interdisciplinary journal Science Communication. 相似文献
144.
Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE) 总被引:4,自引:0,他引:4
Czaja SJ Charness N Fisk AD Hertzog C Nair SN Rogers WA Sharit J 《Psychology and aging》2006,21(2):333-352
The successful adoption of technology is becoming increasingly important to functional independence. The present article reports findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE) on the use of technology among community-dwelling adults. The sample included 1,204 individuals ranging in age from 18-91 years. All participants completed a battery that included measures of demographic characteristics, self-rated health, experience with technology, attitudes toward computers, and component cognitive abilities. Findings indicate that the older adults were less likely than younger adults to use technology in general, computers, and the World Wide Web. The results also indicate that computer anxiety, fluid intelligence, and crystallized intelligence were important predictors of the use of technology. The relationship between age and adoption of technology was mediated by cognitive abilities, computer self-efficacy, and computer anxiety. These findings are discussed in terms of training strategies to promote technology adoption. 相似文献
145.
Rogers MR 《Cultural diversity & ethnic minority psychology》2006,12(1):115-133
This study examined the characteristics of school psychology programs noted for training students from a multicultural perspective. The program characteristics and training environment at 17 programs were studied through semistructured interviews with faculty and students, and reviews of prospective student application materials for multicultural content. Findings suggest that students at all programs were exposed to minority clients during applied fieldwork, 94% of the programs required a diversity issues course, 59% of the programs specialized in training with specific minority group populations, 31% of the students and 25% of the faculty represented a racial-ethnic minority group member, and 24% of the faculty were bilingual. Most programs used multiple multicultural curriculum models and employed a wide variety of recruitment and retention strategies specifically aimed at minority students. Faculty and students characterized their overall university training environment as supportive of programmatic initiatives regarding diversity issues, yet several reported uneven experiences with implementation. 相似文献
146.
Recent lines of research have focused on dissociating function between the dorsal and ventral hippocampus along space and anxiety dimensions. In the dorsal hippocampus, the CA1 subregion has been implicated in the acquisition of contextual fear as well as in the trace interval in trace fear conditioning. The present study was designed to test the relative contributions of dorsal (dCA1) and ventral CA1 (vCA1) in trace fear conditioning. Long-Evans rats received ibotenate lesions of the ventral CA1 (n=7), dorsal CA1 (n=9), or vehicle control lesions (n=8) prior to trace fear conditioning acquisition. Results suggest dCA1 and vCA1 groups show no significant deficits during acquisition when compared to control groups. dCA1 and vCA1 both show deficits in the retention of contextual fear when tested 24 h post-acquisition (P<.05 and P<.01, respectively), and vCA1 was impaired relative to dCA1 (P<.05). This is suggestive of a graded involvement in contextual retention between the dorsal and ventral aspects of CA1. dCA1 showed no deficit for retention of conditioned fear to the tone or the trace when tested 48 h post-acquisition, whereas vCA1 did show a significant deficit for the trace interval and a slight, non-significant reduction in freezing to the tone, when compared to the control group (p<.05). Overall the data are suggestive of a graded involvement in retention of fear conditioning between the dorsal and ventral aspects of CA1, but it is likely that vCA1 may be critically involved in retention of trace fear conditioning. 相似文献
147.
Blanchard EB Kuhn E Rowell DL Hickling EJ Wittrock D Rogers RL Johnson MR Steckler DC 《Behaviour research and therapy》2004,42(2):191-205
From mid-October 2001 through the end of November 2001, we collected fairly large sets of questionnaires from undergraduates at three public universities (Albany, NY, n = 507, Augusta, GA, n = 336, Fargo, ND, n = 526 ) to assess rate of acute stress disorder (ASD) and level of ASD symptoms following the September 11th attacks, rate of current posttraumatic stress disorder (PTSD) and level of PTSD symptoms, and current level of depressive symptoms resulting from the September 11th attacks. We also gathered information on exposure to media coverage of the attacks, connectedness to the World Trade Center (WTC) and personnel there, and degree of engagement in reparative acts such as giving blood, attending vigils. We found higher levels of ASD, ASD symptoms, PTSD and PTSD symptoms as a function of geographical proximity to New York City (and within the Albany site, proximity of students' homes) and gender. Exposure (hours of TV watched) was a predictor in some instances as was connectedness to WTC victims. ASD symptoms were the strongest predictor of subsequent PTSD symptoms. Path models accounted for over 60% of the variance in PTSD symptoms. 相似文献
148.
149.
Three recognition memory experiments were conducted using modified Deese-Roediger-McDermott (DRM) and DRM paradigms. In Experiment 1, the reaction time (RT) of the false alarms to critical nonpresented words (false memory) was compared with the RT of hits to the critical presented words and with the RT of hits to the studied list words (true memory). The RT of the false alarms to the critical nonpresented words was significantly longer than that of the hits to the critical words and than that of the studied list words. In Experiment 2, in addition to RT, participants' confidence level was measured on a 4-point scale for a yes or no response. Confidence rating was significantly higher for the hits to the critical presented words and to the list words than for the false alarms to the critical non-presented words. Experiment 3 further showed that how similar false memory experience was to that of true memory was a function of retention size (number of lists of words retained in memory). In all three experiments, the participants' recognition RTs distinguished false memory from veridical memory, and in Experiments 2 and 3, so did their confidence ratings. Therefore, false memory and veridical memory differ at both the objective and the subjective levels. The results are consistent with a single familiarity dimension model of recognition memory. 相似文献
150.
Parault SJ Schwanenflugel PJ Haverback HR 《Journal of experimental child psychology》2005,91(1):67-87
This research investigates issues surrounding early school children's use of the similarity between head and modifier terms in deriving interpretations for novel noun-noun conceptual combinations. In these experiments, 6- and 9-year-olds and adults were asked to formulate interpretations of similar and dissimilar conceptual combinations. Both children and adults were sensitive to the similarity aspect of conceptual combinations, although the children had some difficulty with the property interpretations that high-similarity combinations require. Next, we examined 40 popular children's books for the presence of noun-noun conceptual combinations. Adult participants provided interpretations for these combinations and rated the similarity of the head and modifier nouns. Results indicated that there were few high-similarity combinations and few combinations requiring property interpretations, suggesting that children have limited exposure to highly similar combinations and property interpretations. Further analysis of children's interpretations indicates that they may have difficulty in selecting and integrating properties of the modifier onto the head, a process required by property interpretations. 相似文献