Acquired aphasia with convulsive disorders in children: a case study with a seven-year follow-up.

In a 7-year follow-up a case of the “syndrome of acquired aphasia with convulsive disorder” is described. In particular, attention is paid to EEG patterns and linguistic analysis. Although seizures have been controlled medically and EEG abnormalities have tended to improve, no close parallel improvement has been observed in the patient's language disorders.     

Computer tomographic localization, lesion size, and prognosis in aphasia and nonverbal impairment.

Computerized tomography scans (80) were used to localize infarcts in 70 patients. Twenty-three aphasics were scanned within 35 days from onset, 39 beyond a year, and 18 were nondominant cases. Aphasics were also grouped according to test scores obtained within 35 days of scan. Chronic global aphasics have larger lesions than persisting Broca's aphasics. The area of persisting Broca's aphasia is similarly anterior but larger than that of recovered motor aphasia. Anomic aphasics evolve from Broca's and Wernicke's types with differing localization. Lesion size correlated with severity and recovery, and comprehension among the subtests.     

Extraversion and the orienting reaction habituation rate to visual stimuli

Eysenck's (1967) proposal that introversion is characterized by increased levels of activity in the cortico-reticular loop was treated in a series of experiments which compared high, middle, and low extraversion groups on the basis of OR habituation rate to visual stimulation. Generally, introverts were observed to have longer OR habituation rates to chromatic and word stimulation than extraverts as evidenced by cardiac, electrodermal, and vasomotor indices of habituation rate, a result which endorses Eysenck's hypothesis. Results are also discussed from the standpoint of individual differences in autonomic response.     

Rhythm and dominance

Subjects were tested by a short experimental procedure involving tapping of a rhythm with one limb with a simultaneous regular beat with another limb. Informal observations had suggested a rhythm dominance effect—that is was dramatically easier with some limb combinations. Notably it was easy when the right hand tapped the rhythm and the left hand the beat but almost impossible the other way round. Equally, both hands dominated both feet. Our tests revealed enormous individual differences, subjects separating neatly into three groups. Some people could not do the task at all, some could do it with any limb combination, the latter group including all the serious musicians tested. For the remainder the rhythm dominance effect was clear. However, the laterality effect was the same (right hand advantage) for a majority (60%) of left handers. We conclude, then, that this effect is linked to language dominance and not handedness. In addition it seems there is a task scheduler which imposes its own view in combining this laterality effect with the dominance of hands over feet.     

Crossed dextral aphasia: A clinical radiological correlation

Three lifelong right-handed patients with clinically and radiologically well-defined right-hemispheric infarctions became aphasic. Their language functions in the rehabilitative, subacute phase of their illness were characterized by fluent, literal paraphasic output, dyslexia, and dysgraphia. Auditory comprehension was fair for contextual conversation, and the combination of language abilities enabled them to reach a “functional communication” stage. This study was unable to determine why these three patients had crossed dextral aphasias resulting from their otherwise typical clinical and radiological right-hemispheric infarcts. Of interest, the radiologically well-defined lesions, aside from being ipsilateral, fitted well the “posterior” fluency localization in two of the three patients, but was more extensive in the third.     

Performance of retarded adolescents and nonretarded children on one- and two-bit logical problems

Groups of adolescents of retarded and borderline intelligence, ranging in IQ from 44 to 80 and in mean MA (mental age) from 8 to 12 yr, and groups of nonretarded children ranging in mean MA from 6 to 12 yr, were given logical problem solving tasks. In the nonretarded groups, on a one-bit problem only the kindergarten children (mean MA = 6 yr) failed to perform above chance, and were not tested further. On a two-bit problem, only the first graders (mean MA = 7 yr) failed to perform above chance.Conversely, in the low IQ groups, only the borderline group (mean MA = 12 yr) performed reliably above chance on the one-bit problem, and none performed above chance on the two-bit problem. There is a profound deficiency in low IQ individuals on certain tasks requiring logic and foresight, and MA markedly over-estimates their performance relative to the performance of nonretarded individuals.     

Developmental differences in subjects' associative-learning strategies and performance: Assessing a hypothesis

Fifth-, seventh-, and ninth-grade (11-, 13-, and 15-year-old) subjects were presented with a list of paired associates to learn and were interviewed about the strategies used to learn them. Although a majority of fifth graders reported simply rehearsing the pairs in order to remember them, very few ninth graders relied exclusively on rehearsal. Consistent with a hypothesis advanced by Rohwer (1973), the number of subjects who elaborated some or all of the pairs increased with age. Paired-associate performance increased with age, but the level of paired-associate learning was much more related to the type of strategy reported by the subject than to the age of the subject per se.     

Sequential analysis of visual habituation in preschool children

The study breaks down the data from a preschool (mean age of students, 63 months) visual habituation experiment using a second-by-second analysis of the entire process, including fixation time and onsets for habituation and recovery trials and for each intertrial interval. The results parallel those suggested by Cohen, DeLoach, and Rissman (Child Development, 1975, 46, 611–617), for infants and are described using a two-process model of visual attention.