The Gradual Deterioration of Syntax and Semantics in a Patient with Progressive Aphasia

FM is a progressive aphasic patient whose language comprehension we studied over a 4-year period. We developed a variety of implicit and explicit tasks to chart progressive changes in the representation of linguistic knowledge (in particular, syntax and semantics) and the automatic and controlled processes which operate on that knowledge. The representation of FM's semantic knowledge remained essentially intact over the years, but she became increasingly impaired at combining the meanings of words. She also showed progressive impairments in the processes of syntactic combination. Thus, FM's disease resulted in a progressive inability to engage in those combinatorial processes necessary for the normal comprehension of a spoken utterance. This is not a selective deficit in the traditional sense of the term, since aspects of both syntax and semantics are implicated; but it is selective in the sense that other aspects of language comprehension remain intact.     

Cholinergic receptor antagonists impair formation of intermediate-term memory in the chick

Several experiments examined the effects of cholinergic receptor antagonists on formation of memory in the chick. Scopolamine produced amnesia in chicks trained on a one-trial peck avoidance task in a dose-dependent manner. Pretraining injection of scopolamine produced amnesia that developed between 15 and 30 min after training, suggesting that scopolamine interferes with intermediate-term memory (ITM), previously described to be active during this time (Patterson, Alvarado, Warner, Bennett, & Rosenzweig, 1986). Pretraining injection of scopolamine or ouabain, an inhibitor of ATPase activity shown previously to inhibit formation of ITM, produced identical time courses of amnesia development, supporting the hypothesis that scopolamine interferes with ITM. Pirenzepine, an inhibitor of M1 muscarinic receptors, was effective in producing amnesia, whereas gallamine, an M2 receptor inhibitor, did not produce amnesia. These results suggest that M1, but not M2, receptors are involved in memory formation in the chick.     

Social processing errors among paranoid personalities

The present study tested clinical hypotheses about the social processing attributes of paranoid personalities (PP). Eighteen PPs and 18 normal controls (NC) viewed standardized role plays (Dodge, 1986) in which a provocation occurred but the protagonist's intention varied (i.e., ambiguous, accidental, hostile, or prosocial). Subjects identified the intention behind the action and then chose a response to that action (e.g., ignore what he did). The results indicated that PPs and NCs did not differ on intentioncue detection when the intention was clear, but PPs had a significantly higher rate of misreading ambiguous situations. Furthermore, when intentions were ambiguous, PPs were more likely than NCs to identify them as hostile intentions. Finally, PPs' reactions to the vignettes were different from normal controls' when the perceived intention was either prosocial or accidential. PPs were more likely to respond with anger and less likely to ignore the event, compared to NCs. These data provide initial support for clinical notions about the aberrant social processing of paranoid personalities.     

Phonological spelling

A case study is presented of phonological spelling, an acquired spelling disorder in which the primary symptom is the occurrence of phonologically plausible errors (e.g. "flood" → flud). Not all of the patient's spelling errors are as phonologically "perfect" as this example; but it is arguable that the errors primarily derive from a routine which segments a phonological code and assigns orthographic representations to these individual segments. This account of errors in phonological spelling is contrasted with an interpretation of oral reading errors in surface dyslexia. We conclude that errors in the two disorders do not reveal a precise parallel, and that the contrast is partly attributable to the differential role of comprehension in reading and spelling.     

CHILDREN'S THINKING IN BOTSWANA: PIAGET TASKS EXAMINED*

This Piaget replication study was done in Botswana. Six tasks were completed by 554 primary school children from urban, rural, and traditional village environments. Conservation of number, length, mass and weight, seriation and classification exercises were carried out using materials commonly found in the culture. Previous studies by other investigators have compared schooled and unschooled subjects in other African countries, but often unschooled subjects were from rural areas, so the environmental effects could not be isolated. In this study comparisons were made between students in the three environments, between age groups, and between male and female subjects. Urban children completed tasks at an earlier age than those from other environments. In general, the results are similar to findings from other African countries.     

Behavior modification consultation in a Mexican-American school

Following consultation by two psychologists with an elementary school populated primarily by Mexican-American students, absenteeism was chosen as the first problem area to attempt to change. A between-groups experimental design was used to evaluate the effect of contigent rewards on the students' attendance. Analysis of the data showed no improvement in attendance. The results of the study were discussed in terms of (1) a more thorough behavior analysis of the absenteeism problem, (2) methodological restraints of a between-groups experimental design, (3) the need for consultants to be familiar with the community in which they work, and (4) relatedly, the success of the local school psychologist in implementing behavior modification programs.     

Conditioning and post-hospital generalization of nondelusional responses in a chronic psychotic patient

An operant conditioning approach was successful in getting a chronic psychotic patient to give factual answers to direct questions that had previously elicited only delusional responses. Multiple baseline and reversal controls established that the changes were due to the experimental procedure. The subject was a female patient classified as paranoid schizophrenic who had persisted in giving bizarre responses to direct questions regarding her identity, age, and personal history during 26 yr of hospitalization. She was discharged after factual answers to these questions had been obtained, but operant conditioning trials were continued in the community to promote generalization. Two follow-up interviews were conducted 36 and 52 days after discharge to evaluate generalization. No generalization was found in the first interview, but the second gave evidence of some generalization.     

Effects of counsellor training: Further findings

The 1972/73 class of the University of Aston's Diploma in Counselling course were measured one year after training on their ability to respond empathically and on their ability to discriminate the quality of other counsellors' responses. The same group was also administered the Counsellor Attitude Scale six months and one year after their training. Differences from the administration at the end of the course were not significant on any measures, indicating that skills and attitudes persisted after training. Additionally, during the 1973/74 academic year, the Counsellor Attitude Scale was administered both at five different stages on the Aston course and also to other counsellor training courses. Results of the various CAS administrations are reported, and reasons are suggested for the different outcomes which seem – inter alia – to indicate the value of starting long courses with an intensive client-centred workshop.     

A developmental perspective on antisocial behavior

A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.