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31.
Moreton E 《Cognition》2002,84(1):55-71
Native-language phonemes combined in a non-native way can be misperceived so as to conform to native phonotactics, e.g. English listeners are biased to hear syllable-initial [tr] rather than the illegal [tl] (Perception and Psychophysics 34 (1983) 338; Perception and Psychophysics 60 (1998) 941). What sort of linguistic knowledge causes phonotactic perceptual bias? Two classes of models were compared: unit models, which attribute bias to the listener's differing experience of each cluster (such as their different frequencies), and structure models, which use abstract phonological generalizations (such as a ban on [coronal][coronal] sequences). Listeners (N=16 in each experiment) judged synthetic 6 x 6 arrays of stop-sonorant clusters in which both consonants were ambiguous. The effect of the stop judgment on the log odds ratio of the sonorant judgment was assessed separately for each stimulus token to provide a stimulus-independent measure of bias. Experiment 1 compared perceptual bias against the onsets [bw] and [dl], which violate different structural constraints but are both of zero frequency. Experiment 2 compared bias against [dl] in CCV and VCCV contexts, to investigate the interaction of syllabification with segmentism and to rule out a compensation-for-coarticulation account of Experiment 1. Results of both experiments favor the structure models (supported by NSF). 相似文献
32.
The irrelevant-speech effect and children: theoretical implications of developmental change 总被引:1,自引:0,他引:1
Elliott EM 《Memory & cognition》2002,30(3):478-487
The irrelevant-speech effect refers to the finding of impaired recall performance in the presence of irrelevant auditory stimuli. Two broad classes of theories exist for the effect, both allowing automatic entry of the distracting sounds into the processing system but differing in how attention is involved. As one source of evidence in the discussion of existing theories of the irrelevant-speech effect, the performance of children and adults on a visual serial recall task with irrelevant sounds (speech and tones) was examined. The magnitude of the effects of irrelevant sounds on performance decreased with age. The developmental differences were marked in the conditions with the greatest need for attentional control (words and especially changing words). The findings were interpreted with respect to current models of memory. Theories of the irrelevant-speech effect that include a role for attentional control were better suited to handle the results than those without a specified role for attention. 相似文献
33.
Niemi S 《Brain and language》2002,81(1-3):464-472
34.
Psychosocial Treatment Strategies in the MTA Study: Rationale, Methods, and Critical Issues in Design and Implementation 总被引:5,自引:0,他引:5
Wells KC Pelham WE Kotkin RA Hoza B Abikoff HB Abramowitz A Arnold LE Cantwell DP Conners CK Del Carmen R Elliott G Greenhill LL Hechtman L Hibbs E Hinshaw SP Jensen PS March JS Swanson JM Schiller E 《Journal of abnormal child psychology》2000,28(6):483-505
The Collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (ADHD), the MTA, is the first multisite, cooperative agreement treatment study of children, and the largest psychiatric/psychological treatment trial ever conducted by the National Institute of Mental Health. It examines the effectiveness of Medication vs. Psychosocial treatment vs. their combination for treatment of ADHD and compares these experimental arms to each other and to routine community care. In a parallel group design, 579 (male and female) ADHD children, aged 7–9 years, 11 months, were randomly assigned to one of the four experimental arms, and then received 14 months of prescribed treatment (or community care) with periodic reassessments. After delineating the theoretical and empirical rationales for Psychosocial treatment of ADHD, we describe the MTA's Psychosocial Treatment strategy applied to all children in two of the four experimental arms (Psychosocial treatment alone; Combined treatment). Psychosocial treatment consisted of three major components: a Parent Training component, a two-part School Intervention component, and a child treatment component anchored in an intensive Summer Treatment Program. Components were selected based on evidence of treatment efficacy and because they address comprehensive symptom targets, settings, comorbidities, and functional domains. We delineate key conceptual and logistical issues faced by clinical researchers in design and implementation of Psychosocial research with examples of how these issues were addressed in the MTA study.Deceased 相似文献
35.
Hinshaw SP Owens EB Wells KC Kraemer HC Abikoff HB Arnold LE Conners CK Elliott G Greenhill LL Hechtman L Hoza B Jensen PS March JS Newcorn JH Pelham WE Swanson JM Vitiello B Wigal T 《Journal of abnormal child psychology》2000,28(6):555-568
To elucidate processes underlying therapeutic change in a large-scale randomized clinical trial, we examined whether alterations in self-reported parenting practices were associated with the effects of behavioral, medication, or combination treatments on teacher-reported outcomes (disruptive behavior, social skills, internalizing symptoms) in children with attention-deficit hyperactivity disorder (ADHD). Participants were 579 children with Combined-type ADHD, aged 7–9.9 years, in the Multimodal Treatment Study of Children with ADHD (MTA). We uncovered 2 second-order factors of parenting practices, entitled Positive Involvement and Negative/Ineffective Discipline. Although Positive Involvement was not associated with amelioration of the school-based outcome measures, reductions in Negative/Ineffective Discipline mediated improvement in children's social skills at school. For families showing the greatest reductions in Negative/Ineffective Discipline, effects of combined medication plus behavioral treatment were pronounced in relation to regular community care. Furthermore, only in combination treatment (and not in behavioral treatment alone) was decreased Negative/Ineffective Discipline associated with reduction in children's disruptive behavior at school. Here, children in families receiving combination treatment who showed the greatest reductions in Negative/Ineffective Discipline had teacher-reported disruptive behavior that was essentially normalized. Overall, the success of combination treatment for important school-related outcomes appears related to reductions in negative and ineffective parenting practices at home; we discuss problems in interpreting the temporal sequencing of such process-outcome linkages and the means by which multimodal treatment may be mediated by psychosocial processes related to parenting. 相似文献
36.
Wells KC Epstein JN Hinshaw SP Conners CK Klaric J Abikoff HB Abramowitz A Arnold LE Elliott G Greenhill LL Hechtman L Hoza B Jensen PS March JS Pelham W Pfiffner L Severe J Swanson JM Vitiello B Wigal T 《Journal of abnormal child psychology》2000,28(6):543-553
Parenting and family stress treatment outcomes in the MTA study were examined. Male and female (579), 7–9-year-old children with combined type Attention Deficit Hyperactivity Disorder (ADHD), were recruited at six sites around the United States and Canada, and randomly assigned to one of four groups: intensive, multi-faceted behavior therapy program alone (Beh); carefully titrated and monitored medication management strategy alone (MedMgt); a well-integrated combination of the two (Comb); or a community comparison group (CC). Treatment occurred over 14 months, and assessments were taken at baseline, 3, 9, and 14 months. Parenting behavior and family stress were assessed using parent-report and child-report inventories. Results showed that Beh alone, MedMgt alone, and Comb produced significantly greater decreases in a parent-rated measure of negative parenting, Negative/Ineffective Discipline, than did standard community treatment. The three MTA treatments did not differ significantly from each other on this domain. No differences were noted among the four groups on positive parenting or on family stress variables. Results are discussed in terms of the theoretical and empirically documented importance of negative parenting in the symptoms, comorbidities and long-term outcomes of ADHD. 相似文献
37.
Evidence for 40-Hz oscillatory short-term visual memory revealed by human reaction-time measurements
Elliott MA Müller HJ 《Journal of experimental psychology. Learning, memory, and cognition》2000,26(3):703-718
Four experiments show that presentation of a synchronous premask frame within a 40-Hz, flickering premask matrix primes subsequent detection of a Kanizsa-type square by generation of a 40-Hz prime. Reaction time (RT) priming effects indicated a 150-200-ms prime duration following premask display. RTs were also found to be sensitive to the phase relationship between offset of the premask display relative to the onset time of the target: Priming effects were maximal when the target was presented out of phase with premask presentation (i.e., at interstimulus intervals displaced by 180 degrees relative to the 40-Hz rhythm of premask-frame presentation). Taken together, these results demonstrate the existence of a very short-term visual memory that oscillates at 40 Hz. The findings are discussed in the context of complementary psychological and neurophysiological findings related to visual-object coding and the role of gamma-band activity in the brain. 相似文献
38.
This paper reviews the international scientific evidence on the effectiveness of secondary prevention interventions for young drug users. The review provides insight into the effectiveness of interventions that have been evaluated using moderately strong research designs. Most of the studies included are from the United States of America. Some interventions are effective in reducing drug use and associated problems while others have no or mixed effect. Those successful in reducing drug use include behavior therapy, Minnesota 12-step programs, residential care, and general drug treatment. Those with either no effect or mixed effect include schools interventions. Involving parents and other agencies may enhance an intervention's effect. There is a lack of good quality studies outside the USA. Future interventions should focus on either low- or high-risk groups of young drug users. Future research should be conducted on a wider range of services for young people and include non-medical outcomes such as communication skills, schooling, employment, family relations, and economic costs. 相似文献
39.
40.
We examined individual and developmental differences in the disruptive effects of irrelevant sounds on serial recall of printed lists. In Experiment 1, we examined adults (N = 205) receiving eight-item lists to be recalled. Although their susceptibility to disruption of recall by irrelevant sounds was only slightly related to memory span, regression analyses documented highly reliable individual differences in this susceptibility across speech and tone distractors, even with variance from span level removed. In Experiment 2, we examined adults (n = 64) and 8-year-old children (n = 63) receiving lists of a length equal to a predetermined span and one item shorter (span-1). We again found significant relationships between measures of span and susceptibility to irrelevant sounds, although in only two of the measures. We conclude that some of the cognitive processes helpful in performing a span task may not be beneficial in the presence of irrelevant sounds. 相似文献