Endogenous and symptomatic schizophrenia. Wherein lies the difference?

It is the opinion of the present writer that endogenous and symptomatic schizophrenia are two completely different matters. By classical symptomatology it is impossible to establish the distinction in every individual case. Nevertheless, in not one of the published cases known to us did Bonhoeffer err in his diagnosis of the one or the other. Evidently he made use of additional characteristica gathered in practice, about which he himself may not always have been quite clear.     

A kinematic analysis of anticipatory coarticulation in the speech of anterior aphasic subjects using electromagnetic articulography

An investigation was made into the extent and time course of anticipatory coarticulation in the speech of two normal and two anterior aphasic, German-speaking subjects. Both labial and velar coarticulation gestures were investigated. Subjects produced sentences containing target words contrasting in postconsonantal vowel rounding (e.g., [geli:ge]/[gely:gel]) and in nasality (e.g., [ti:de]/[ti:ne]). Speech kinematics were monitored by means of electromagnetic articulography. The data revealed that for correct productions, aphasic speakers' coarticulatory patterns were more highly variable than those of control subjects. These differences, however, were found chiefly for spatial displacement characteristics, while the temporal aspects of articulator movement necessary for anticipatory coarticulation appeared largely intact. Articulator mistiming did not appear to explain a small corpus of stop/nasal substitution errors produced by one of the aphasic speakers.     

Computational and reasoning abilities in arithmetic: Cross-generational change in China and the United States

A Chinese advantage over Americans was found for economically relevant computational and reasoning abilities in arithmetic for groups of 6th- and 12th-grade students matched or equated on general intelligence. No cross-national difference for computational or reasoning abilities was found for samples of older (60- to 80-year-old) Chinese and American adults equated on general intelligence. The pattern of change in arithmetical competencies across cohorts suggests that the Chinese advantage in 6th and 12th grade is due to a cross-generational decline in competencies in the United States and a cross-generational improvement in China.     

The neurocognitive basis of autism

The cognitive study of the underlying mental abnormalities in autism has advanced rapidly, while the biological study of the underlying brain abnormalities and of putative genetic mechanisms is lagging somewhat behind. However, the linking of cognitive and biological studies has become a real possibility. Developmental cognitive neuroscience has transformed our understanding of this enigmatic disorder, which was once misguidedly thought to be caused by maternal rejection. The hypothesis of a specific theory of mind deficit was a crucial step in this process. It explains the puzzle of the characteristic social and communication impairments of autism and allows for the fact that they can coexist with good general abilities. This hypothesis has been widely accepted and a start has been made at pinpointing the brain basis of theory of mind. The non-social impairments of autism have now become a major focus for cognitive research. One theory proposes dysfunction in executive processes, in an attempt to explain repetitive behaviour and inflexibility. Another theory proposes weak information integration, in an attempt to explain narrow interests and special talents. Autism research has thus stimulated ideas on important mind-brain systems that may be dedicated to the development of social awareness, executive functions and integrative processing.     

Influences of Destructive Personality Information on Decision Making1

This study examined the effects of information about a landlord's personality on juror judgments for a landlord-tenant civil trial. The personality information manipulated was specifically relevant to destructive acts. Alternative versions of witness testimony were used to describe a landlord either high or low on need for power. treating people as objects, and negative life themes. This information strongly influenced aspects of the schema for this case constructed by the individual mock jurors. Destructive personality information caused dislike of the landlord and lowered the credibility of his story. If the landlord treated people as objects, the credibility of the tenant's story and positive evaluations of the tenant increased. Juror judgments about relative fault were strongly shifted by destructive personality information. An empirical model for juror decisions indicated a dynamic interplay of story components and fault judgments.     

Strong Boethius’ Thesis and Consequential Implication

The paper studies the relation between systems of modal logic and systems of consequential implication, a non-material form of implication satisfying Aristotle's Thesis (p does not imply not p ) and Weak Boethius' Thesis (if p implies q, then p does not imply not q ). Definitions are given of consequential implication in terms of modal operators and of modal operators in terms of consequential implication. The modal equivalent of Strong Boethius' Thesis (that p implies q implies that p does not imply not q) is identified.     

Inverses for Normal Modal Operators

Given a 1-ary sentence operator , we describe L - another 1-ary operator - as as a left inverse of in a given logic if in that logic every formula is provably equivalent to L. Similarly R is a right inverse of if is always provably equivalent to R. We investigate the behaviour of left and right inverses for taken as the operator of various normal modal logics, paying particular attention to the conditions under which these logics are conservatively extended by the addition of such inverses, as well as to the question of when, in such extensions, the inverses behave as normal modal operators in their own right.     

A Comparison of Active Student Response and On-Task Instruction on the Acquisition and Maintenance of Health Facts by Fourth Grade Special Education Students

An alternating treatments design was used to compare the effects of active student response (ASR) and on-task (OT) instruction on the acquisition and maintenance of health facts during small-group lessons. Five students with learning difficulties (4 students identified as developmentally handicapped and 1 student identified as learning disabled) participated in daily instruction on weekly sets of 20 unknown health facts (10 facts assigned to the ASR condition and 10 to the OT condition). During ASR instruction, the teacher modeled the correct response to a health question that was presented visually on a health fact card, and the students immediately repeated the correct response in unison three times. During OT instruction, students attended visually to the health fact card as the teacher modeled the correct response. All 5 students made more correct responses on end-of-day tests on health facts taught with ASR instruction than they did on health facts taught with OT instruction. ASR instruction also produced consistently superior results on maintenance tests administered 2 weeks after instruction.     

Effects of Self-Correction on the Acquisition, Maintenance, and Generalization of the Written Spelling of Elementary School Children

We examined the effect of self-correction on the acquisition, maintenance, and generalization of written spelling of elementary school students attending an after-school clinic. Six students registered for remedial tutoring participated. During self-correction, students initially learned four proofreading marks and a procedure for using them that were subsequently applied as the students compared their spelling to a model. Results showed a functional effect between self-correction and improved student performance on target words. Using the self-correction procedure, the students spelled at least 98% of the target words accurately, maintained at least 85% of the correctly spelled words, and generalized at least 70% of the words at home, in context, and with word variations. Questionnaires administered to the students, their parents, and teachers indicated that students preferred self-correction. Parents noticed academic improvements in their child's spelling performance as well as positive changes in attitude toward school. Most teachers did not notice changes in spelling performance or attitude.     

The role of fairness orientation and supervisor attributions in absence disciplinary decisions

The present study investigated the role of the work value of fairness and attributions regarding the causes of absence in supervisor disciplinary decisions. It was hypothesized that supervisors who valued fairness, and those who made internal attributions regarding the cause of a particular absence incident, render more severe disciplinary decisions than supervisors who value fairness less, and who make external attributions. Furthermore, it was hypothesized that the degree to which supervisors valued fairness moderates the relationship between external attributions and the severity of disciplinary decisions. Using a policy capturing approach, results were consistent with predictions. Implications of the results for research and practice are discussed.