Cognitive contributions to theory of mind ability in children with a traumatic head injury

The objective of the current study is to examine the contribution of intellectual abilities, executive functions (EF), and facial emotion recognition to difficulties in Theory of Mind (ToM) abilities in children with a traumatic head injury. Israeli children with a traumatic head injury were compared with their non-injured counterparts. Each group included 18 children (12 males) ages 7–13. Measurements included reading the mind in the eyes, facial emotion recognition, reasoning the other’s characteristics based on motive and outcome, Raven’s Coloured Progressive Matrices, similarities and digit span (Wechsler Intelligence Scale for Children – Revised 95 subscales), verbal fluency, and the Behaviour Rating Inventory of Executive Functions. Non-injured children performed significantly better on ToM, abstract reasoning, and EF measures compared with children with a traumatic head injury. However, differences in ToM abilities between the groups were no longer significant after controlling for abstract reasoning, working memory, verbal fluency, or facial emotion recognition. Impaired ToM recognition and reasoning abilities after a head injury may result from other cognitive impairments. In children with mild and moderate head injury, poorer performance on ToM tasks may reflect poorer abstract reasoning, a general tendency to concretize stimuli, working memory and verbal fluency deficits, and difficulties in facial emotion recognition, rather than deficits in the ability to understand the other’s thoughts and emotions. ToM impairments may be secondary to a range of cognitive deficits in determining social outcomes in this population.     

PICTURE NAMING,MATCHING TO SAMPLE,AND HEAD INJURY: A STIMULUS CONTROL ANALYSIS

Computer-based procedures were used to examine oral naming and matching-to-sample performances in an adult with a head injury. Relatively few errors occurred when pictures were (a) named, (b) matched to dictated names presented simultaneously, (c) matched to dictation after a delay, and (d) matched to identical pictures presented simultaneously. More errors occurred on delayed than on simultaneous identity matching. On delayed matching trials, fewer errors occurred when instructions to name the samples were given.     

A taxonomy of neurobehavioral functions applied to neuropsychological assessment after head injury

Neuropsychological dysfunctions after traumatic brain injury are classified into a taxonomy to plan a comprehensive examination, and organize and report findings for diagnosis and treatment: consciousness, information processing, sensorimotor, neurophysiological, cerebral personality disorders, intelligence, memory, language, stress, psychodynamic, identity and weltanschauung, adaptation, complex adaptive functions, and development of children. Widerange sampling enhances the detection of acute and late-developing dysfunctions, and diagnosis of complex syndromes. Historical, personality, and injury data are components of the assessment. Issues discussed include underestimation of brain injury, malingering, interaction of symptoms, symptom persistence, and noncerebral lesional contributors to impairment after mild head injury.     

The K-BIT: A screen for IQ in six diverse populations

Performance data were collected on the Kaufman Brief Intelligence Test (K-BIT) from a total of 196 individuals from six diverse populations. College students did best, followed closely by closed head-injured adults and their controls; the order of performance then was learning-disabled children, psychiatric patients, and finally, neurosurgical patients in the acute stages of recovery.     

Cognitive effects of mild head injury in children and adolescents

A comprehensive review of recent neuropsychological studies of mild head injury (MHI) involving children and adolescents is presented. The seminal work of Rutter and his colleagues is reviewed. An alternative conceptualization of MHI as proposed by various researchers is elaborated and further research investigating the cognitive sequelae of MHI is reviewed. MHI is discussed within the context of development and information processing models. Finally, the sequelae of MHI are reviewed with respect to academic functioning. Methodological problems inherent in studies of MHI are identified and discussed. The studies reviewed here support the conclusion that both the cognitive and emotional consequences of MHI should receive serious evaluation.     

Real-time detection of orientation during negative behavioral contrast with key pecking and a turning response

We developed a video system for real-time detection of a pigeon's orientation and for reinforcement of a “turning response.” Using this system, negative behavioral contrast was found across key-peck and turning responses. In addition, turning away from the pecking key was detected by the system just after presentation of the negative discriminative stimulus on the key. The results suggest that avoidance of the discriminative stimulus in the constant component, which has been regarded as a causal factor for negative contrast (additivity theory), is not the primary factor for negative behavioral contrast of pigeons' key pecking, but may account for negative local contrast.     

成人股骨头坏死的治疗进展

股骨头坏死（ONFH）是一种进展性和致残性疾病,保存自身股骨头是临床治疗所追求的最理想目标,早中期的治疗方案主要采用非手术疗法和保髋的姑息性手术,目前为止还没有一种治疗方法能达到理想的治疗效果。近年来,骨髓间充质于细胞（MSCs）移植治疗ONFH是目前研究热点之一,有望成为一种有效的治疗方法,晚期行人工髋关节置换术是唯一的和最佳的选择。因此,早期诊断,采用综合性治疗方案保全自身髋关节是治疗本病的主要方向。     

4～6岁儿童人物画结构比例影响因素的比较研究

本研究旨在探索不同文化背景下影响 4～ 6岁儿童人物画结构比例的因素及认知发展的规律。研究分为自由画人与按照规定要求画人两部分。发现多因素导致儿童自由画人结构失调 ,如绘画顺序、空间统筹安排能力、头躯包含的器官以及对其重要性的认识等均会影响儿童自由人物画的头躯比值。儿童能按要求事先安排规定人物画的结构比例 ,根据细节多寡相应加大或缩小人体有关部分 ,如增大躯干部分以容纳夹克衫的纽扣、口袋等细节 ,或相应缩小头的轮廓以示背影等。此外 ,注意与重要性等因素也会对规定人物画结构产生影响。     

Rhyming abilities in 9-month-olds: The role of the vowel and coda explored

Nine-month-olds can respond to a change in rhyme when the conditioned head turn procedure is used [Hayes, R. A., Slater, A., & Brown, E. (2000). Infants’ ability to categorise on the basis of rhyme.Cognitive Development, 15, 405–419]. However, it is not known whether infants are detecting the change in vowel, the change in coda, or both. In Study 1, it was found that 9-month-old infants clearly attend to both the vowel and coda of the syllables presented, since they successfully categorised the syllables on the basis of both. However, infants found it harder to detect the difference when only the vowel or the coda changed than when both changed, a pattern of results that was also found in Study 2 with adults. These findings suggest that preverbal 9-month-olds parse syllables into smaller units than just onset and rime, and do so in a manner that is comparable to that of adults. The findings are discussed in relation to work demonstrating a relationship between rhyming ability and competence in word learning, reading and writing.