Differential visual field-interhemispheric transfer: can it explain sex and handedness differences in lateralization?

104 men and women were tested for visual field-hemispheric transfer of spatial information on a dot-localization task. Right-handed subjects showed significant improvement when stimuli were presented to the left visual field of the right hemisphere (LVF-RH) after practice on the same task presented to the right visual field of the left hemisphere (RVF-LH) first. No improvement was found when the task was presented in the reverse order (LVF-RH first followed by RVF-LH). It was concluded that, for right-handers, transfer of spatial information to the right hemisphere is facilitated while transfer to the left hemisphere is inhibited. Left-handed subjects demonstrated no significant improvement in either condition, suggesting inhibition or lack of transfer of spatial information in either direction. No sex differences were found in either right-handed or left-handed subjects. The findings suggest that there may be different mechanisms underlying the similarities in functional lateralization of women and left-handers.     

ALTERNATIVE WORK SCHEDULES: TWO FIELD QUASI-EXPERIMENTS

In the first ( N = 140) of two quasi-experimental field studies, trial group employees were changed from a 5/40 to a 4/40 work schedule for four months then returned to a 5/40 schedule. In a second study ( N = 102), trial group employees were changed from 5/40 to flextime. Reactions were evaluated using a model for understanding the impact of work schedules. The effects of schedule changes matched those anticipated by pre-intervention surveys of employees. Factors related to organizational effectiveness were enhanced where specific organizational needs were met. Interference with personal activities was reduced where employees had experienced specific difficulties. The most powerful effect, however, was on worker attitudes toward specific work schedules. In addition, a mild positive (perhaps Hawthorne) effect was evident for a wide range of general worker reactions.     

Processing of lexical ambiguities in aphasia

Wernicke's and Broca's aphasics performed a lexical decision task wherein they had to decide whether the third word of an auditorily presented triplet series of words was "real" or not. The first and third words of each triplet were related to one, both, or neither meaning of the second word which was semantically ambiguous. The performance pattern of the Wernicke's aphasics was similar to that of normals. They showed selective access to different meanings of the ambiguous words, as demonstrated by the fact that the context provided by the first word affected semantic facilitation on the third word. In contrast, Broca's aphasics showed no semantic facilitation in any priming condition. These results are consistent with previous findings, suggesting that semantic representations may be largely spared in Wernicke's aphasics. The failure of the Broca's aphasics to demonstrate facilitation is consistent with the view that they have a processing deficit in automatically accessing the lexical representation of words.     

Separate verbal memory and naming deficits in attention deficit disorder and reading disability

In this study, verbal memory and naming abilities were investigated in reading disabled (RD) and control children who were characterized according to the presence or absence of attention deficit disorder (ADD). Results indicate that deficits in learning and memory for recently acquired information occur as a function of ADD rather than RD while deficits in naming are specific to RD rather than ADD. We conclude that ADD is a major source of additional and separate cognitive morbidity in RD children.     

Unilateral brain lesions in childhood: performance on the Revised Token Test

Comprehension of connected language as assessed by the Revised Token Test (RTT) was studied in 17 children with left hemisphere lesions (LL) and 11 with right hemisphere lesions (RL). LL children's significantly lower performance on several subtests than left controls (LC) matched by age, sex, race, and social class appeared to be related to the memory demands of these subtests rather than the limited syntactic elements assessed by the RTT. LL subjects requested significantly more command repetitions than control or RL subjects and when a repetition was not requested LL subjects often responded with immediacy. Although RL children tended to perform lower than right matched controls (RC), these differences were not significant nor readily related to either the memory or specific linguistic structures assessed. RL subjects required fewer command repetitions than LL subjects and exhibited a significantly greater frequency of immediate responses than controls or LL subjects. While based on few children, a trend for LL children with retrorolandic lesions to perform more poorly than those with left prerolandic lesions was suggested. No systematic difference in performance was apparent for children with left cortical vs. left subcortical lesions or among discrete sites of lesions within the right hemisphere. Children with left lesions prior to 1 year of age performed no better and, in several instances, significantly poorer than LL patients sustaining lesions after 1 year of age. Among RL subjects, those sustaining lesions after 1 year of age had greater difficulty than those with lesion onset before 1 year of age, especially on linguistic elements which seemed to be dependent upon visual spatial properties. Further studies are needed to evaluate the comprehension of more complex linguistic structures among children with unilateral brain lesions as well as to study the role of more basic factors such as memory and attention in explaining the present findings.     

Specific language impairment in children: A cross-linguistic study

A common profile in English-speaking specifically language-impaired children is a moderate deficit across a broad range of linguistic features and a more marked, selective impairment in using bound morphemes and components of the verb system. To gain a clearer understanding of the nature of these more serious problems, we examined the speech of monolingual Italian-speaking as well as English-speaking children with specific language impairment. The evidence suggested that phonological factors contributed significantly to these children's extraordinary problems with particular linguistic features. Contrary to expectations, other marked deficits seemed more related to the opacity of the rules involved and homonymity with other morphemes than to problems with formal grammatical devices in general or components of the verb system in particular.     

“The story says that” operator in story semantics

In [2] a semantics for implication is offered that makes use of stories — sets of sentences assembled under various constraints. Sentences are evaluated at an actual world and in each member of a set of stories. A sentence B is true in a story s just when B s. A implies B iff for all stories and the actual world, whenever A is true, B is true. In this article the first-order language of [2] is extended by the addition of the operator the story ... says that ..., as in The story Flashman among the Redskins says that Flashman met Sitting Bull. The resulting language is shown to be sound and complete.