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131.
Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment 总被引:9,自引:0,他引:9
McInnes A Humphries T Hogg-Johnson S Tannock R 《Journal of abnormal child psychology》2003,31(4):427-443
This study investigated listening comprehension and working memory abilities in children with attention-deficit hyperactivity disorder (ADHD), presenting with and without language impairments (LI). A 4-group design classified a community sample (n = 77) of boys aged 9–12 into ADHD, ADHD + LI, LI, and Normal groups. Children completed tests of basic language and cognitive skills, verbal and spatial working memory, and passage-level listening comprehension. Multivariate analyses and post hoc comparisons indicated that ADHD children who did not have co-occurring LI comprehended factual information from spoken passages as well as normal children, but were poorer at comprehending inferences and monitoring comprehension of instructions. ADHD children did not differ from normal children in verbal span, but showed significantly poorer verbal working memory, spatial span, and spatial working memory. The ADHD + LI and LI groups were most impaired in listening comprehension and working memory performance, but did not differ from each other. Listening comprehension skills were significantly correlated with both verbal and spatial working memory, and parent–teacher ratings of inattention and hyperactivity/impulsivity. Findings that children with ADHD but no LI showed subtle higher-level listening comprehension deficits have implications for both current diagnostic practices and conceptualizations of ADHD. 相似文献
132.
Cognitive processing in literate and illiterate subjects: a review of some recent behavioral and functional neuroimaging data 总被引:4,自引:0,他引:4
The study of illiterate subjects, which for specific socio-cultural reasons did not have the opportunity to acquire basic reading and writing skills, represents one approach to study the interaction between neurobiological and cultural factors in cognitive development and the functional organization of the human brain. In addition the naturally occurring illiteracy may serve as a model for studying the influence of alphabetic orthography on auditory-verbal language. In this paper we have reviewed some recent behavioral and functional neuroimaging data indicating that learning an alphabetic written language modulates the auditory-verbal language system in a non-trivial way and provided support for the hypothesis that the functional architecture of the brain is modulated by literacy. We have also indicated that the effects of literacy and formal schooling is not limited to language related skills but appears to affect also other cognitive domains. In particular, we indicate that formal schooling influences 2D but not 3D visual naming skills. We have also pointed to the importance of using ecologically relevant tasks when comparing literate and illiterate subjects. We also demonstrate the applicability of a network approach in elucidating differences in the functional organization of the brain between groups. The strength of such an approach is the ability to study patterns of interactions between functionally specialized brain regions and the possibility to compare such patterns of brain interactions between groups or functional states. This complements the more commonly used activation approach to functional neuroimaging data, which characterize functionally specialized regions, and provides important data characterizing the functional interactions between these regions. 相似文献
133.
Arousal enhances memory in human participants and this enhancing effect is likely due to the release of peripheral epinephrine. As epinephrine does not readily enter the brain, one way that peripheral epinephrine may enhance memory is by increasing circulating blood glucose levels. The present study investigated the possibility that emotionally arousing color pictures would improve memory and elevate blood glucose levels in human participants. Blood glucose levels were measured before, 15 min, and 30 min after male university students viewed 60 emotionally arousing or relatively neutral pictures. Participants viewed each picture for 6 s and then had 10 s to rate the arousal (emotional intensity) and valence (pleasantness) of each picture. A free-recall memory test was given 30 min after the last picture was viewed. Although the emotionally arousing and neutral picture sets were given comparable valence ratings, participants who viewed the emotionally arousing pictures rated the pictures as being more arousing, recalled more pictures, and had higher blood glucose levels after viewing the pictures than did participants who viewed the neutral pictures. These findings indicate that emotionally arousing pictures increase blood glucose levels and enhance memory, and that this effect is not due to differences in the degree of pleasantness of the stimuli. These findings support the possibility that increases in circulating blood glucose levels in response to emotional arousal may be part of the biological mechanism that allows emotional arousal to enhance memory. 相似文献
134.
Syntactic working memory and the establishment of filler-gap dependencies: insights from ERPs and fMRI 总被引:9,自引:0,他引:9
In this contribution, we review an ERP experiment and an fMRI experiment which investigated the processing of German wh-questions. On the basis of the ERP results, we will discuss current models of sentence processing and resource distribution during sentence comprehension. We argue that there exists a separate cognitive or neural resource that supports syntactic working memory processes necessary for the temporary maintenance of syntactic information for the parser. In the context of wh-movement, such a memory component is necessary for establishing filler-gap dependencies. The data obtained from the fMRI experiment will be used to discuss the results of previous neuroimaging studies of sentence processing. It is claimed that syntactic working memory, rather than syntactic processing per se, is supported by Broca's Area. 相似文献
136.
137.
实验采用重学—分离设计 ,分别用知觉辨认和再认测验作为内隐、外显测量的测验方法 ,比较重学—启动测验的结果与重学—再认的结果 ,发现 :重学和间接测量的结合能有效地揭示内隐记忆的叠加现象 ;一次重学能使知觉启动测验的成绩产生明显的叠加效应 ;高意识水平学习后 ,低意识水平的重复学习不能改变外显测验成绩持续下降的趋势。 相似文献
138.
Celinda M. Reese Katie E. Cherry Lisa E Norris 《Journal of Clinical Geropsychology》1999,5(4):231-244
We examine practical memory concerns in a sample of community-dwelling older adults. Participants responded to open-ended questions that were designed to solicit information regarding memory self-efficacy, memory management, memory remediation, and fears about memory aging in adulthood. Results indicated that (a) important dates, such as birthdays and anniversaries, were easily remembered, but names were not; (b) external memory aids were used most frequently; (c) a desire to improve memory for names and certain types of verbal information was expressed; and (d) loss of independence emerged as a fear associated with memory aging. Implications of these findings for the design of strategies to improve everyday memory performance and clinical memory management in older adults are discussed. 相似文献
139.
Alexandra Brady Elnick Jennifer A. Margrett Joseph M. Fitzgerald Gisela Labouvie-Vief 《Journal of Adult Development》1999,6(1):45-59
This study extended earlier research on the reminiscence bump phenomenon in autobiographical memory by examining the central domains and predictors of benchmark memories from a life history timeline and from three selected significant events. Memories elicited by these methods demonstrated the reminiscence bump as occurring in early adulthood. The central domains representing this era involved events with family and relationships followed by those related to education and work. Individual differences in socio-emotional variables associated with self and identity formations (i.e., family climate, defensive style, self-complexity, and adult attachment) were associated with the reminiscence bump. These findings support the self-narrative hypothesis that the reminiscence phenomenon is related to the process of identity formation in late adolescence and early adulthood. 相似文献
140.
Vicki M. Soukup Alfredo Bimbela Mya C. Schiess 《Journal of clinical psychology in medical settings》1999,6(3):287-293
In response to critiques regarding the psychometric limitations of the Warrington Recognition Memory Test for faces (RMT-F), the current study was conducted to examine the test-retest reliability and validity of the measure in a neurological sample. Forty adult outpatients, ages 35–81, were administered the RMT-F as part of their diagnostic exam. A second evaluation was conducted after an average interval of 7 months (range = 2–20 months). Results yielded a Pearson reliability coefficient of 0.81 (p < .001), indicating a clinically satisfactory index of stability. Correlations with other measures were conducted to examine convergent and divergent validity. Results indicate that the facial component of the RMT has adequate reliability for patients with established neurological disease, shows moderate correlations with other measures of complex visuospatial function, and shows no significant correlation with measures of verbal reasoning, visual problem-solving, or verbal fluency. These findings provide additional support for the clinical efficacy of this instrument for use in a diverse neurological patient sample. 相似文献