Correlations of glucose metabolism and structural damage to language function in aphasia

Studies of aphasic patients using [18F]fluorodeoxyglucose positron computed tomographs have shown areas of metabolic depression in the left hemisphere larger than the area of infarction noted on CT. To evaluate these metabolic differences in relationship to language abnormalities, 11 patients had metabolic scans, CT, and were administered the Boston Diagnostic Aphasia Battery and the Porch Index of Communicative Ability. Correlation analyses were computed between metabolic, CT, and language data. CT demonstrated reliable correlations of speaking, oral reading, and repetition to Wernicke' area, consistent with current anatomic language models, while metabolic data from areas posterior, inferior, and superior to the traditional Wernicke's area and the head of the caudate nucleus also had reliable correlations with aphasic language function. The utilization of both structural and metabolic brain measures may improve our understanding of the anatomy of language as related to aphasia.     

Inferential rules in the learning and recall of patterns of sentiments1

Subjects learned one of four patterns of like-dislike relations between members of four-person structures. They then recalled the learned structure after an interval of fifteen minutes, one week, or four weeks. One pattern of relations was balanced, one could be balanced by changing only one pair of relations, and the other two were totally unbalanced. There was clear evidence that the balance assumptions were employed in learning; for unbalanced structures, there was some evidence of the use of positivity and of source/target generalization. Subjects recalled the balanced structure more accurately than the unbalanced ones, especially over the longest time interval. However, unbalanced structures were not converted in memory to balanced ones.     

Sex differences in attributions for sex-typed tasks1

Recent studies have indicated that males make more egotistical attributions than females, that is, males make more internal attributions for success and more external attributions for failure than females do. These sex differences in attributions were examined in terms of male/female differences in expectancies for success and ego-involvement in the tasks. Male and female subjects succeeded or failed on a masculine or a feminine task. It was found that males made more egotistical attributions than females on the masculine task, but females made more egotistical attributions than males on the feminine task. A covariance analysis revealed that these sex differences in attributions could be explained in terms of the differences between the males and females in expectancy for success and in ego-involvement. Finally, it was found that ego-involvement was a more important determinant of egotisical attributions in the present study than was expectancy.     

Attraction to Competent and Incompetent Members of Cooperative and Competitive Groups1

A laboratory experiment and a reanalysis of data collected in a previous field study examined the effects of cooperation and competition on liking for other group members who varied in competence. It was hypothesized that when other members of a cooperative group are relatively incompetent, they will tend to be disliked because they decrease the subject's chances of success. On the other hand, in competitive groups incompetent group members should not be disliked because they do not reduce the probability of the subject's success. Both the laboratory experiment and the field study found support for these suggestions. In addition, in the field study it was found that the race of the other group members did not affect these tendencies. Other results from the present study yielded information concerning some of the psychological processes that determine attraction in cooperative and competitive groups. These results were discussed in terms of their implications for the use of cooperative groups in desegregated schools.     

Varieties of working memory as seen in biology and in connectionist/control architectures

Biological and computational concepts that underlie the nature working memory are briefly reviewed. The conceptualization of working memory has changed dramatically in the last 30 years. Current biological work has monitored several aspects of memory, including activation decay, sustained activation, long-term connection change, and differential structures for episodic (hippocampal formation) and procedural learning. Current connectionist modeling has identified factors including multiple-region-based processing, control processing as well as data storage, tradeoffs between fast- and slow-connection-change learning effects, and the speeding of acquisition via multiple levels of learning. The need to relate the biological, behavioral, and computational constraints into models of working memory is discussed. Finally, conceptualizations of working memory must acknowledge the need for human learning systems to be robust enough to operate in a dynamic world.     

An analysis of social anxiety in anorexic,bulimic, social phobic,and control women

Responses to the Social Phobia and Anxiety Inventory (SPAI) were examined in 23 women with anorexia nervosa, 54 women with bulimia nervosa, 50 female college undergraduates, and 43 social phobic women. Results indicated that women with anorexia nervosa and bulimia nervosa scored comparably high to social phobic women on measures of social anxiety and that these fears were not limited to fears of eating or drinking in public. This study suggests that fears of negative evaluation in women with eating disorders may generalize beyond the fears of scrutiny of body shape and size to more traditional social situations.     

Rethinking student participation in the college classroom: Can commitment and self-affirmation enhance oral participation?

The literature suggests that in-class oral participation is associated with various positive outcomes that directly contribute to academic success. The goal of the current study was to investigate the role played by psychological barriers to oral participation, focusing on commitment and self-affirmation as methods to bypass barriers to participation. The results of the semester-long experiment (N = 157) demonstrate that committed individuals who had an opportunity to self-affirm outperformed both committed students and affirmed students, as well as members of the control group. Interestingly, the interplay between self-affirmation and commitment increased oral participation, irrespective of whether students had high or low self-esteem and high or low self-efficacy. The current results offer some room for cautious optimism, as they highlight the importance of self-affirmation and commitment as a route to academic success.     

Anti-NMDA-Rezeptor-Enzephalitis

Die Anti-NMDA(N-Methyl-D-Aspartat)-Rezeptor-Enzephalitis ist eine seltene autoimmunologisch bedingte Erkrankung mit verschiedenen neuropsychiatrischen Symptomen, die durch den Nachweis von NMDA-Rezeptor-Antikörpern im Liquor diagnostiziert wird. Die gängigen Behandlungsprotokolle beinhalten ein Stufenschema der Immuntherapien; allerdings beruhen die therapeutischen Entscheidungen derzeit auf einem Grad-IV-Evidenzniveau. Wir berichten hier über zwei junge, unterschiedlich betroffene Patientinnen und beschreiben die Therapiestrategien inklusive der Kombination verschiedener Immuntherapien einschließlich Ocrelizumab und Überlegungen bezüglich Fertilitätserhalt.     

The history of science as discourse,the structure of scientific and literary texts: Part II. Some issues posed by computational methodology

Implications of both computer science and the computer are critical for a deeper penetration into the history of science. Building directly on “Formalized Historiography,” which appeared in this Journal last year [14 (1978): 247–263], the present essay contrasts the analysis of history of science discourse by a human reader with that at present or in prospect possible with computer-based ‘intelligent systems.’ Further, related issues are posed as to how scientific the history of science may itself become, and as to the types of transformed understanding that may emerge both of the processes of science and of the history of science. For example, would a connotation-free understanding of the structure of scientific discourse through successive state transitions (paradigm shifts) disclose science itself to be an abstract machine?