Generalization in a child's oppositional behavior across home and school settings

A 9-year-old clinic-referred boy, his mother, and his teacher were observed in 38 home and 38 school sessions on the same days. Categories of the boy's oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent-training phase, a follow-up phase, and a final parent-training booster phase. Parent-training phases produced reductions in the mother's inappropriate attention and in the boy's oppositional behavior, whereas the follow-up and baseline phases were associated with higher rates of these categories. Generalization occurred in the school across these home phases, as seen in the increase in rates of the boy's problem behavior, despite the lack of change in his teacher's attention. Correlational analyses of proportion scores reflecting the boy's home-school oppositional behavior and mother-teacher social attention suggested his responsiveness to relative changes in adult social contingencies across settings.     

Semantic and syntactic aspects of the mass/count distinction: a case study of semantic dementia

Semantic and syntactic contributions to processing of mass and count nouns were assessed by examining the performance of a patient suffering from a pure semantic deficit. Semantic and syntactic processing was evaluated on grammaticality judgement and sentence-picture matching tasks, respectively, where each task involved mass and count readings of metonymic nouns. While the patient did not show impaired performance on the grammaticality judgment task, he manifested difficulties in making mass/count distinctions in the sentence-picture matching task. It is thus argued that while distributionally the mass/count distinction may be established on a purely syntactic basis, cognitive processing of mass/count information requires both intact syntactic and semantic knowledge.     

The effect of Alzheimer's disease and aging on conceptual combination

Alzheimer's disease (AD) subjects, healthy elderly, and young adults interpreted a series of novel noun-noun expressions composed of familiar object words. Subjects interpreted each item by selecting one of three possible definitions: a definition in which the referents of each noun were associated together in a particular context (e.g., rabbit cat: a cat that is raised by rabbits); a definition based on integrating the semantic attributes from each noun into a single referent (e.g., rabbit cat: a cat that has long ears and hops); and a semantic foil. The results show that the AD subjects selected significantly fewer integrational definitions and significantly more foils than healthy elderly subjects. Healthy elderly participants were also found to select significantly more foil definitions than the young adult subjects. These findings suggest that AD individuals have difficulty in integrating semantic features when interpreting novel noun-noun expressions and that both AD and healthy elderly individuals have morphosyntactic impairments related to the identification of the modifying and head nouns of noun-noun expressions.     

Differential effects of manual assisted cognitive behavior therapy in the treatment of recurrent deliberate self-harm and personality disturbance: the POPMACT study

A total of 480 patients were treated in a large, multicenter randomized trial of a brief form of cognitive therapy, manual-assisted cognitive behavior therapy (MACT) versus treatment as usual (TAU) for recurrent deliberate self-harm. Each patient was randomized after a self-harm episode assessed at an accident and emergency center and followed up over 1 year. The main hypothesis tested was that those allocated to MACT would have a lower proportion of self-harm episodes in the succeeding year. A total of 60% of those allocated to MACT had face-to-face treatment and 430 (90%) of all patients had self-harm data recorded after 1 year. Although the results showed no significant difference between those repeating self-harm in the MACT group (39%) compared with the TAU group (46%) (P = 0.20), the treatment was cost effective (10% cheaper than TAU) and the frequency of self-harm episodes was fewer (50%) in the MACT group. A total of nine of 10 patients had some personality disturbance (42% of these with disorder), and for those where information on parasuicide events was collected, the proportion having a repeat episode ranged from 33% to 63% for different personality disorders. Those with BPD were most likely to repeat episodes quickly (mean 89 days for 25% to repeat) with dissocial personality disorder (equivalent mean 384 days) the slowest to repeat. Total costs were significantly greater in those with personality disorder and were reduced in those allocated to MACT; this saving was reversed in those with borderline disorder. On average, MACT appeared to increase the cost of those patients with BPD (BPD) and reduce the cost of those with other personality disorders. It is concluded that MACT has value in preventing self-harm cost effectively but this appears to be confined mainly to those who do not have BPD.     

Anxious children and their parents: what do they expect?

Assigned 73 children, ages 7 to 14, to 1 of 3 groups (anxious, clinical control, and nonclinical control) according to their diagnostic status. Within the anxious group, children were assigned to 1 of 2 further groups on the basis of self-reported parental anxiety--either the child anxiety only group or the child + parent anxiety group. All children completed an experimental task (giving a brief talk in front of a video camera), which was the focus for a series of structured family discussions between the child and his or her parents. The aims of the study were to measure and compare across groups (a) the evaluations of children and their parents regarding the child's predicted anxiety and skill level and (b) the effect of the family discussion on children's expectations. Results indicated that, prior to the family discussion, anxious children's expectations of their future performance did not differ from those of control children. Similarly, there were no differences in children's expectations between the child anxiety group and the child + parent anxiety group. Second, compared to mothers in the child anxiety group, mothers in the child + parent anxiety group expected that their children would be more anxious and more likely to choose an avoidant problem solution (but not less skilled). Finally, the family discussion was found to produce no changes in anxious children's expectations of their future performance. The implications of these findings are discussed.     

The effect of visual word features on the acquisition of orthographic knowledge

Research with adults has shown that the distortion of visual word features, and in particular of the multiletter features within words, hampers word recognition. In this study, "CaSe MiXiNg" was employed to examine the effect of disrupting visual word features on the acquisition of orthographic knowledge in children. During the training, 18 beginning and 27 advanced readers (in Grades 2, 4, and 5) repeatedly read a set of pseudowords in either lowercase or mixed case. During this training, case mixing appeared to impair reading speed in both reader groups. At posttest, 1 day after the training, case format was either the same as or different from that during the training. Lowercase pseudowords were recognized faster after a lowercase training than after a mixed-case training. In a second study, case was found not to affect the rapid naming of single letters. The combined results suggest that case mixing disrupted the multiletter features in pseudowords and that the disruption of these features can affect the acquisition of orthographic knowledge.     

Listening back in time: Does attention to memory facilitate word-in-noise identification?

The ephemeral nature of spoken words creates a challenge for oral communications where incoming speech sounds must be processed in relation to representations of just-perceived sounds stored in short-term memory. This can be particularly taxing in noisy environments where perception of speech is often impaired or initially incorrect. Usage of prior contextual information (e.g., a semantically related word) has been shown to improve speech in noise identification. In three experiments, we demonstrate a comparable effect of a semantically related cue word placed after an energetically masked target word in improving accuracy of target-word identification. This effect persisted irrespective of cue modality (visual or auditory cue word) and, in the case of cues after the target, lasted even when the cue word was presented up to 4 seconds after the target. The results are framed in the context of an attention to memory model that seeks to explain the cognitive and neural mechanisms behind processing of items in auditory memory.     

Lexical access in younger and older adults: the case of the mass/count distinction.

Although lexicosemantic deficits are not typically seen in older adults, some studies indicate that age-related changes in semantic processing may occur. We had groups of older and younger adults perform speeded lexical decision on mass (e.g., honey), count (e.g., car), and dual nouns, which may be either mass or count (e.g., lamb). Singular dual nouns engendered significantly faster response times in older adults than mass and count nouns, whereas younger adults manifested similar response times to count and dual nouns. These results point toward a three-way distinction in the lexicon between mass, count, and dual nouns. Older adults appear to treat a larger set of nouns as dual than do younger adults. This may be due to awareness of the mass/count ambiguity present in a greater number of lexical items, as a result of their greater linguistic experience. Alternatively, in order to conserve processing resources, older adults may not activate mass/count information when recognizing a dual noun unless a mass or count reading is forced by context.