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Verbal

Distribution by Scientific Domains
Medical Sciences42%
Psychology30%
Humanities and Social Sciences11%
Life Sciences6%
Education3%
Business, Economics, Finance and Accounting3%
3 Other Domains5%
Distribution within Medical Sciences
Neurology23%
Psychiatry11%
Nursing General4%
20 Other Subdomains62%

Terms modified by Verbal

  • verbal ability
  • verbal abuse
  • verbal aggression
  • verbal art
  • verbal autopsy
  • verbal behavior
  • verbal communication
  • verbal comprehension
  • verbal cue
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  • verbal description
  • verbal expression
  • verbal fluency
  • verbal fluency task
  • verbal fluency test
  • verbal hallucination
  • verbal information
  • verbal interaction
  • verbal iq
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  • verbal learning
  • verbal learning test
  • verbal memory
  • verbal pain score
  • verbal performance
  • verbal protocol
  • verbal rating scale
  • verbal reasoning
  • verbal recall
    		•
  • verbal report
  • verbal response
  • verbal short-term memory
  • verbal stimulation
  • verbal stimulus
  • verbal task

    • Selected Abstracts

    Memory deficits in children with and at risk for anxiety disorders

    DEPRESSION AND ANXIETY, Issue 2 2007
    Roma A. Vasa M.D.
    Abstract There are limited data on the neurocognitive correlates of childhood anxiety disorders. The objective of this study was to examine whether visual and verbal memory deficits of nonemotional stimuli are (1) a shared feature of three common childhood anxiety disorders (social phobia, separation anxiety disorder, and generalized anxiety disorder) or whether these deficits are restricted to specific anxiety disorders, and (2) present in offspring who possess at least one of the following established risk factors for anxiety disorders, parental history of panic disorder (PD), or major depressive disorder (MDD). One hundred and sixty offspring, ages 9,20 years, were recruited from parents with lifetime diagnoses of PD, MDD, PD plus MDD, or neither illness. Different clinicians blindly administered semistructured diagnostic interviews to offspring and parents. Verbal and visual memory subtests of the Wide Range Assessment of Memory and Learning were administered to offspring. The results showed that offspring with ongoing social phobia demonstrated reduced visual but not verbal memory scores compared to those without social phobia when controlling for offspring IQ, separation anxiety disorder, and generalized anxiety disorder. No other offspring anxiety disorder predicted memory performance. Neither parental PD nor parental MDD was associated with offspring memory performance. These findings are relevant to understanding the phenomenology of childhood anxiety disorders and may provide insights into the neural circuits underlying these disorders. Depression and Anxiety 24:85,94, 2007. Published 2006 Wiley-Liss, Inc. [source]

    The Localization and Lateralization of Memory Deficits in Children with Temporal Lobe Epilepsy

    EPILEPSIA, Issue 1 2007
    Linda M. Gonzalez
    Summary:,Purpose: It is often reported that children with temporal lobe epilepsy (TLE) experience nonlateralized memory impairments. However, many of these studies have been exploratory and not based on memory theory. Further, differences between mesial and lateral subgroups have not been adequately examined. This study aimed to discern more specific patterns of memory impairment in children with TLE. Methods: Forty-three children (5,16 years) with lesional TLE participated. Subjects were categorized in terms of lesion laterality (left, n = 21; right, n = 22) and intratemporal location (mesial, n = 31; lateral, n = 12). Verbal and nonverbal memory tasks were administered that reflected associative, allocentric and recognition paradigms. Results: Facial recognition was poorer in right TLE (p = 0.03). There were no differences between left and right groups on any other memory task, even when comparisons were restricted to cases with mesial involvement. Irrespective of laterality, clear differences were observed between mesial and lateral lesion subgroups (arbitrary associative learning, p = 0.01; complex figure recall, p = 0.03). The lateral lesion subgroup displayed intact memory function relative to normative standards. Conclusions: Memory is more frequently impaired in children with mesial as opposed to lateral TLE. Tasks with an associative component discriminated between these subgroups, supporting an associative model of hippocampal function. With the exception of facial recognition, memory deficits were not lateralized. Therefore, the nature of memory impairment experienced by children with TLE cannot be extrapolated from adult models. [source]

    Sex differences in the estimated intelligence of school children

    EUROPEAN JOURNAL OF PERSONALITY, Issue 3 2002
    Adrian Furnham
    This study investigated sex differences in estimated general and multiple intelligence in school children, their parents, and their teachers. There were three groups of participants: 285 (149 female, 136 male) pupils of a mixed government-run comprehensive school, between the ages of 13 and 16 years; 93 mothers and 58 fathers of the pupils; and five female and eight male teachers. Children estimated their own and their parents' IQ, whilst the parents estimated their own and their children's IQ; the teachers estimated only the children's intelligence. The aims of this study were firstly to assess whether perceptions of male intellectual superiority were observable in school age children and school teachers, and to make direct comparisons between the children's self-estimations and those of the parents and the teachers. Secondly, this study aimed to replicate previous literature on adult self-estimations of overall and multiple intelligences, and to compare these to estimations by children of these adults (their parents). Fewer sex differences were observed than expected. Teachers' estimations did not follow conceptions of male superiority. The patterns of sex differences in mother and teacher estimations of children were similar to each other, as were those of fathers and children. Verbal and numerical abilities were found to be most closely related to estimations of overall IQ in all three groups. Most striking was the lack of correlation between father and daughter estimations of each other. Reasons why this study failed to replicate findings on adult samples are discussed. Copyright © 2002 John Wiley & Sons, Ltd. [source]

    Neuropsychological correlates of hippocampal and rhinal cortex volumes in patients with mesial temporal sclerosis

    HIPPOCAMPUS, Issue 8 2003
    Catherine E. O'Brien
    Abstract Considerable progress has been made toward understanding the function of the primate rhinal cortex, comprising the entorhinal (ErC) and perirhinal (PrC) cortices. However, translating animal models to human memory has been limited by the technological problems associated with characterizing neural structures in vivo. Functional correlates of hippocampal and rhinal cortex volume changes were examined in a sample of 61 temporal lobe epilepsy patients with mesial temporal sclerosis (MTS; 33 left, 28 right). Patients were administered the Wechsler Adult Intelligence Scale (revised or third edition), the Wechsler Memory Scale (revised or third edition), and a spatial maze task. Neuropsychological data, together with rhinal cortex and hippocampal volumes, collected in our earlier study (O'Brien CE, Bowden SC, Whelan G, Cook MJ, unpublished observations), were analyzed using multiple regression. The only significant predictor of verbal memory function was the difference score between the volume of left hippocampus and the left PrC. Spatial maze scores were predicted by the bilateral sum of ErC volume. The difference score between the left hippocampus and left PrC volumes was the most powerful predictor of verbal episodic memory. Right hippocampal volume was not a significant predictor of nonverbal episodic memory. Verbal and nonverbal semantic memory were not significantly predicted by any combination of rhinal cortex structures. This quantitative study suggests a lateralized or material-specific memory function for the left hippocampus and left PrC, in contrast to the bilateral role of the ErC. The left hippocampus and left PrC appear to act on verbal memory function through an opposing relationship. Finally, differentiation between hippocampal and subhippocampal components in terms of episodic and semantic memory, respectively, could not be supported by the current data. © 2003 Wiley-Liss, Inc. [source]

    Visuo-spatial working memory deficits in current and former users of MDMA (,ecstasy')

    HUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 2 2005
    Michelle Wareing
    Abstract Verbal working memory and executive deficits have been observed in ecstasy users. The present study sought to establish whether these also extended to visuo-spatial working memory. Thirty-six current ecstasy users, 12 former users (abstinent for at least 6 months) and 31 individuals that had never used ecstasy were tested on a maintenance plus type visuo-spatial working memory task. The task required participants to recall a sequence of specially marked cells in a four-by-four matrix display while at the same time performing a concurrent visual judgement task. Both the current and former user groups registered impairments relative to nonusers. These remained significant following statistical controls for a range of potentially confounding variables including the use of various other drugs during the 3 months prior to testing. Users were unimpaired on a simple spatial span measure suggesting that the deficits observed reflected the executive aspects of the spatial working memory task. Also consistent with executive involvement, statistical controls for measures of verbal working memory performance (computation span) removed half of the ecstasy-related variance in spatial working memory. The possibility that the pattern of results obtained might reflect some general impairment in information processing efficiency is discussed. Copyright © 2005 John Wiley & Sons, Ltd. [source]

    Verbal and visual representations in task redesign: how different viewpoints enter into information systems design discussions

    INFORMATION SYSTEMS JOURNAL, Issue 3 2005
    Jarmo Sarkkinen
    Abstract., We explore an important phase of information systems design (ISD), namely task redesign, and especially how different viewpoints enter into the discussions. We study how one particular visual representation, a process diagram, is interpreted and how alternative, even competing, representations are produced verbally. To tie the visual and verbal representations and the representational practices to wider social practices, we develop and use the Extended Three-dimensional Model of discourse. Visual representations emerged as focal in bringing in the different viewpoints and as reference points for discussions. Our model provided a focused and powerful means to unveil for the outside researchers how the planned changes in tasks and authority relationships instigated a social struggle. The IS designer was an outsider to the client organization and therefore considered only the information system, not the social system in which it was intended to operate. Other participants did not recognize this, therefore, seeing the designer as furthering managerial interests. Seeing task redesign in the social context of a client organization can help IS designers and researchers to understand what the users see naturally, that is, the ISD as a dynamic, enabling but socially constrained process where different viewpoints are represented. [source]

    Verbal and Nonverbal Impression Management Tactics in Behavior Description and Situational Interviews

    INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2006
    Helga Peeters
    This study investigated how structured interview formats, instructions to convey favorable impressions, and applicants' individual differences influenced the use and effectiveness of verbal and nonverbal impression management (IM). Results from 190 people who were screened for a training program demonstrated that interview format affected the kind of tactics used, which in turn positively influenced interviewer evaluations. Behavior description interviews triggered self-focused (and defensive) tactics, whereas situational interviews triggered other-focused tactics. Instructions to convey a desirable impression also enhanced the use of specific tactics (self-focused and other-focused verbal IM tactics) and moderated the effects of individual differences on IM use. IM instructions did not affect nonverbal IM tactics, indicating that nonverbal behavior might be less intentionally controllable in selection situations. [source]

    An Intervention to Increase Fluid Intake in Nursing Home Residents: Prompting and Preference Compliance

    JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 7 2001
    Sandra F. Simmons PhD
    OBJECTIVE: To evaluate a three-phase, behavioral intervention to improve fluid intake in nursing home (NH) residents. DESIGN: Controlled clinical intervention trial. SETTING: Two community NHs. PARTICIPANTS: Sixty-three incontinent NH residents. INTERVENTION: Participants were randomized into intervention and control groups. The intervention consisted of three phases for a total of 32 weeks: (1) 16 weeks of four verbal prompts to drink per day, in between meals; (2) 8 weeks of eight verbal prompts per day, in between meals; and (3) 8 weeks of eight verbal prompts per day, in between meals, plus compliance with participant beverage preferences. MEASUREMENTS: Between-meal fluid intake was measured in ounces by research staff during all three phases of the intervention. Percentage of fluids consumed during meals was also estimated by research staff for a total of nine meals per participant (3 consecutive days) at baseline and at 8 and 32 weeks into the intervention. Serum osmolality, blood urea nitrogen, and creatinine values were obtained for all participants in one of the two sites at the same three time points. RESULTS: The majority (78%) of participants increased their fluid intake between meals in response to the increase in verbal prompts (phase 1 to 2). A subset of residents (21%), however, only increased their fluid intake in response to beverage preference compliance (phase 3). There was a significant reduction in the proportion of intervention participants who had laboratory values indicative of dehydration compared with the control participants. Cognitive and nutritional status were predictive of residents' responsiveness to the intervention. CONCLUSIONS: A behavioral intervention that consists of verbal prompts and beverage preference compliance was effective in increasing fluid intake among most of a sample of incontinent NH residents. Verbal prompting alone was effective in improving fluid intake in the more cognitively impaired residents, whereas preference compliance was needed to increase fluid intake among less cognitively impaired NH residents. [source]

    Recentering and Realigning the SAT Score Distributions: How and Why

    JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2002
    Neil J. Dorans
    The process employed to produce the conversions that take scores from the original SAT scales to recentered scales, in which reference group scores are centered near the midpoint of the score-reporting range, is laid out. For the purposes of this article, SAT Verbal and SAT Mathematical scores were placed on recentered scales, which have reporting ranges of 920 to 980, means of 950, and standard deviations of 11. (The 920-to-980 scale is used in this article to highlight the distinction between it and the old 200-to-800 scale. In actuality, recentered scores were reported on a 200-to-800 scale.) Recentering was accomplished via a linear transformation of normally distributed scores that were obtained from a continuized, smoothed frequency distribution of original SAT scores that were originally on augmented two-digit scales (i.e., discrete scores rounded to either 0 or 5 in the third decimal place). These discrete scores were obtained for all students in the 1990 Reference Group using 35 different editions of the SAT spanning October 1988 to June 1990. The performance of this 1990 Reference Group on the original and recentered scales is described. The effects of recentering on scores of individuals and the 1990 Reference Group are also examined. Finally, recentering did not occur solely on the basis of its technical merit. Issues associated with converting recentering from a possibility into a reality are discussed. [source]

    Neuropsychological components of intellectual disability: the contributions of immediate, working, and associative memory

    JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 5 2010
    Jamie O. Edgin
    Abstract Background Efficient memory functions are important to the development of cognitive and functional skills, allowing individuals to manipulate and store information. Theories of memory have suggested the presence of domain-specific (i.e. verbal and spatial) and general processing mechanisms across memory domains, including memory functions dependent on the prefrontal cortex (PFC) and the hippocampus. Comparison of individuals who have syndromes associated with striking contrasts in skills on verbal and spatial tasks [e.g. Down syndrome (DS) and Williams syndrome (WS)] allows us to test whether or not these dissociations may extend across cognitive domains, including PFC and hippocampal memory processes. Methods The profile of memory function, including immediate memory (IM), working memory (WM) and associative memory (AM), was examined in a sample of adolescents and young adults with DS (n = 27) or WS (n = 28), from which closely CA- and IQ-matched samples of individuals with DS (n = 18) or WS (n = 18) were generated. Relations between memory functions and IQ and adaptive behaviour were also assessed in the larger sample. Results Comparisons of the two matched groups indicated significant differences in verbal IM (DS < WS), spatial IM (DS > WS) and spatial and verbal AM (DS > WS), but no between-syndrome differences in WM. For individuals with DS, verbal IM was the most related to variation in IQ, and spatial AM related to adaptive behaviour. The pattern was clearly different for individuals with WS. Verbal and spatial AM were the most related to variation in IQ, and verbal WM related to adaptive behaviour. Conclusions These results suggest that individuals with these two syndromes have very different patterns of relative strengths and weaknesses on memory measures, which do not fully mirror verbal and spatial dissociations. Furthermore, different patterns of memory dysfunction relate to outcome in individuals with each syndrome. [source]

    Functional Magnetic Resonance Imaging of Working Memory among Multiple Sclerosis Patients

    JOURNAL OF NEUROIMAGING, Issue 2 2004
    Lawrence H. Sweet PhD
    ABSTRACT Background and Purpose. Verbal working memory (VWM) deficits have been a well-replicated finding among patients with multiple sclerosis (MS). Functional magnetic resonance imaging (FMRI) studies have described a VWM system in healthy samples; however, functional neuroimaging of this system among MS patients is just beginning to appear. Methods. Fifteen MS patients and 15 sex-, age-, education-, and IQ-matched healthy control (HC) participants completed a 2-Back VWM task as whole-brain FMRI was conducted. Results. Each group exhibited increased brain activity compared to the 0-Back control task in regions associated with the 2-Back in previous neuroimaging studies. These included Broca's area, supplementary motor area (SMA), premotor cortices (PMC), and dorsolateral prefrontal cortices (DLPFC). MS patients exhibited greater cortical activity than did HC participants in left primary motor and somatosensory cortices, PMC, DLPFC, anterior cingulate, and bilateral SMA. MS patients exhibited relatively less activation in Broca's area, bilateral cerebellum, and other regions not typically associated with the 2-Back (eg, right fusiform gyrus, left lingual gyrus, right hippocampus). Performance accuracy and reaction time did not differ between groups. Conclusions. Normal performance of a challenging VWM task among high-functioning MS patients is associated with a shift toward greater activity in regions related to sensorimotor functions and anterior attentional/executive components of the VWM system. Posterior memory storage systems appeared unaffected, while portions of the visual processing and subvocal rehearsal systems were less active. Although a shift in neural activity was noted relative toHC participants, deviation from regions normally involved in VWM function was not observed in this patient sample. [source]

    Verbal and Nonverbal Memory in Adults Prenatally Exposed to Alcohol

    ALCOHOLISM, Issue 5 2010
    Claire D. Coles
    Background:, Neurocognitive effects of prenatal alcohol exposure in adulthood are not well documented. Questions persist regarding the extent to which there are specific, measurable effects beyond those associated with global ability deficits, whether individuals without the full fetal alcohol syndrome (FAS) demonstrate alcohol-related cognitive impairments, and whether observed memory effects are specific to a particular modality, i.e., verbal vs. visual/spatial domains. Methods:, In this study, verbal and nonverbal selective reminding paradigms were used to assess memory function in 234 young adults (M age: 22.78, SD: 1.79). Alcohol exposure was quantified prenatally. Alcohol groups included: Individuals with physical effects of alcohol exposure (Dysmorphic group, n = 47); Exposed individuals without such effects (n = 74). Contrast groups included: Controls (n = 59) matched for ethnicity, socioeconomic status, and hospital of birth; Special Education contrast group (n = 54) included to control for disability status. Memory outcomes entailed total recall, delayed recall, and measures of encoding and retrieval, and learning over trials as indexed by slope. Results:, Results indicated that Dysmorphic individuals were significantly less efficient in memory performance than Controls on all of the outcomes measured, but they did not differ from those in the Special Education contrast group. The nondysmorphic, alcohol-exposed group was intermediate in their performance, suggesting a continuum of effects of prenatal exposure. Evaluation of the encoding and retrieval aspects of memory performance indicated that learning rather than forgetting accounted for the deficits associated with prenatal alcohol exposure. Finally, no interaction was found between modality of presentation (verbal and nonverbal) and effects of alcohol exposure on memory performance. Conclusion:, These findings indicate that prenatal alcohol exposure is associated with persistent and specific effects on memory performance, and these problems result from less efficient encoding of information across both verbal and nonverbal modalities. Education and training efforts with this clinical group should take these characteristics into account. [source]

    Maternal use of folic acid supplements during pregnancy and four-year-old neurodevelopment in a population-based birth cohort

    PAEDIATRIC & PERINATAL EPIDEMIOLOGY, Issue 3 2009
    Jordi Julvez
    Summary The use of folic acid supplements during very early pregnancy is recommended in order to reduce the incidence of neural tube defects. Little is known about the possible benefits of folic acid on child neurodevelopment. A total of 420 children (87% of those eligible) from a birth cohort had complete data for final analyses at age 4 years. Information about folic acid and other over-the-counter dietary supplements was obtained prospectively using interviewer-administered questionnaires at the end of the first trimester of pregnancy. Psychological outcomes were assessed by two psychologists and teachers 4 years later. Low maternal socio-economic status, smoking, high parity and short duration of breast feeding were associated with lower prevalence of folic acid supplement use. Verbal (b = 3.98, SE = 1.69), motor (b = 4.54, SE = 1.66) and verbal-executive function (b = 3.97, SE = 1.68) scores, social competence (b = 3.97, SE = 1.61) and inattention symptom [OR = 0.46; 95% CI 0.22, 0.95] scores were associated with reported folic acid use. Reported folic acid supplement use during pregnancy was associated with improved neurodevelopment in children after adjusting for a number of sociodemographic and behavioural factors. [source]

    The predictive validity of the Phelps Kindergarten Readiness Scale

    PSYCHOLOGY IN THE SCHOOLS, Issue 5 2004
    Kristine M. Augustyniak
    This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain-specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth-grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS-4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509,516, 2004. [source]

    Verbal and Physical Abuse and Neglect as Manifestations of HIV/AIDS Stigma in Five African Countries

    PUBLIC HEALTH NURSING, Issue 5 2007
    Priscilla S. Dlamini
    ABSTRACT Objective: To explore the experience of HIV/AIDS-related stigma for people living with HIV/AIDS (PLWA) in Lesotho, Malawi, South Africa, Swaziland, and Tanzania. Design and sample: Descriptive study using 43 focus groups (n=251 participants), which included male and female PLWA from both rural and urban areas and nurses working with PLWA. Methods: Participants were asked to relate incidents of HIV/AIDS-related stigma that they had experienced or observed. Focus group discussions were taped, and data were content analyzed to identify examples of abuse (verbal and physical abuse and neglect) related to HIV/AIDS stigma. Data analysis also explored targets of abuse, abusers, and consequences of abuse. Results: Participant reports documented extensive verbal and physical abuse and neglect or negating (disallowing of access to services and opportunities) experienced by PLWA and observed by nurses caring for them, and identified negative consequences experienced by PLWA whose HIV-positive status was disclosed to family, friends, or community members. Conclusions: Health care workers who encourage PLWA to disclose their HIV status must carefully consider the implications of encouraging disclosure in an environment with high levels of stigma, and must recognize the real possibility that PLWA may experience serious verbal and physical abuse as a consequence of disclosure. [source]

    Verbal overshadowing in a multiple face presentation paradigm: effects of description instruction

    APPLIED COGNITIVE PSYCHOLOGY, Issue 8 2002
    Charity Brown
    ,Verbal overshadowing', the phenomenon whereby the verbal reporting of a visual memory of a face interferes with subsequent recognition of that face, arises for the presentation of multiple faces following a single face description (Brown and Lloyd-Jones, 2002). We examine the influence of description instructions on verbal overshadowing using the new multiple presentation paradigm. Participants were exposed to 12 to-be-remembered faces and then described (or not, in the control condition) another face. Half the participants received ,piecemeal' description instructions, encouraging veridical recall of particular features of the face, and half received ,elaborative' instructions which did not explicitly focus on particular facial features, and encouraged erroneous recall of the face. Subsequently, participants discriminated the original 12 faces from 12 distracters in a ,yes/no' recognition decision. Verbal overshadowing was evident for piecemeal, but not elaborative recall instructions. We interpret these findings within a ,transfer-inappropriate retrieval' framework (Schooler et al., 1997). Copyright © 2002 John Wiley & Sons, Ltd. [source]

    Verbal,Behavioral Dissociations in Development

    CHILD DEVELOPMENT, Issue 6 2006
    Jacqueline D. Woolley
    Verbal and behavioral measures of children's knowledge are frequently dissociated. These situations represent a largely untapped but important resource for furthering an understanding of human cognition. In this paper, verbal,behavioral dissociations in children are discussed and analyzed, drawing from a wide range of domains. The article explores what might lead to different responses in different modalities, and it is proposed that children's goals may be an important factor. It is concluded that a variety of factors are involved in producing these dissociations, and that a richer picture of development will result from attention to these factors. [source]

    The cognitive phenotype in Klinefelter syndrome: A review of the literature including genetic and hormonal factors

    DEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 4 2009
    Richard Boada
    Abstract Klinefelter syndrome (KS) or 47,XXY occurs in ,1 in 650 males. Individuals with KS often present with physical characteristics including tall stature, hypogonadism, and fertility problems. In addition to medical findings, the presence of the extra X chromosome can lead to characteristic cognitive and language deficits of varying severity. While a small, but significant downward shift in mean overall IQ has been reported, the general cognitive abilities of patients with KS are not typically in the intellectual disability range. Most studies support that males with KS have an increased risk of language disorders and reading disabilities. Results of other studies investigating the relationship between verbal and nonverbal/spatial cognitive abilities have been mixed, with differing results based on the age and ascertainment method of the cohort studied. Executive function deficits have been identified in children and adults with KS, however, the research in this area is limited and further investigation of the neuropsychological profile is needed. In this article, we review the strengths and weaknesses of previous cognitive and neuropsychological studies in males with KS in childhood and adulthood, provide historical perspective of these studies, and review what is known about how hormonal and genetic factors influence cognitive features in 47,XXY/KS. © 2009 Wiley-Liss, Inc. Dev Disabil Res Rev 2009;15:284,294. [source]

    Phenotypic variation and FMRP levels in fragile X

    DEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 1 2004
    Danuta Z. Loesch
    Abstract Data on the relationships between cognitive and physical phenotypes, and a deficit of fragile X mental retardation 1 (FMR1) gene-specific protein product, FMRP, are presented and discussed in context with earlier findings. The previously unpublished results obtained, using standard procedures of regression and correlations, showed highly significant associations in males between FMRP levels and the Wechsler summary and subtest scores and in females between these levels and the full-scale intelligence quotient (FSIQ), verbal and performance IQ, and some Wechsler subtest scores. The published results based on data from 144 extended families with fragile X, recruited from Australia and the United States within a collaborative NIH-supported project, were obtained using robust modification of maximum likelihood in pedigrees. The results indicated that processing speed, short-term memory, and the ability to control attention, especially in the context of regulating goal-directed behavior, may be primarily affected by the FMRP depletion. The effect of this depletion on physical phenotype was also demonstrated, especially on body and head height and extensibility of finger joints. It is recommended that further studies should rely on more accurate measures of FMRP levels, and use of larger samples, to overcome extensive variability in the data. MRDD Research Reviews 2004;10:31,41. © 2004 Wiley-Liss, Inc. [source]

    Violence among schizophrenia out-patients compliant with medication: prevalence and associated factors

    ACTA PSYCHIATRICA SCANDINAVICA, Issue 3 2009
    J. Bobes
    Objective:, Aggressive behaviour has been related to schizophrenia both in in-patient and out-patient samples. In this study, we aimed to assess the prevalence and factors associated with aggressive behaviour in out-patient compliant with their prescribed medication. Method:, Eight hundred and ninety-five patients were interviewed at Community-Based Mental Health Services about aggressive,violent behaviour within the week prior to the study visit. Adult patients diagnosed with schizophrenia and receiving stable pharmacological treatment were enrolled. Presence of aggressive episodes, including type of aggression, severity and frequency, was assessed with the Modified Overt Aggression Scale (MOAS). Violence was defined as a score of 3 or more in any of the MOAS subscores. Results:, Prevalence of recent aggressive behaviour was 5.07%, (95% CI 5.04,5.10), where 47% (43 behaviours 91) reached the violent threshold. Among the 91 violent episodes rated, most episodes were verbal (44%), followed by physical violence towards objects (29%), violence towards others (19%) and self-directed violence (8%). Recent episodes of any severity were more likely among patients with a history of violence and also with relapses within the previous year and with low treatment satisfaction. Conclusion:, Five per cent of the studied cases showed aggressive behaviour in the week prior to assessment, despite having been compliant with their medication. Most aggressive behaviour was verbal rather than physical. [source]

    Victimization: a newly recognized outcome of prematurity

    DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 8 2004
    Line Nadeau PhD
    Victimization by peers affects 10 to 20% of school children under the age of 12 years. Physical, verbal, and psychological victimization (being pushed, hit, called names, teased, being the target of rumours, theft, extortion) is associated with short- and long-term adjustment problems, such as peer rejection, social withdrawal, low self-esteem, anxiety, loneliness, and depression, as well as academic problems and school drop-out. Research on populations of school children (primary and secondary) has associated victimization with personal risk factors (the victim's characteristics and behaviour) and interpersonal risk factors (social relationships between peers). Studies on the social adjustment of preterm children at school age show that, even in the absence of a major motor or cognitive disability, this population has several personal risk factors associated with victimization. The objective of this study was to compare the level of victimization experienced by a group of 96 seven-year-old children born extremely preterm (EP, <29 weeks of gestation; 49 females) against that experienced by a group of 63 term children (34 females) matched for age and sex, maternal level of education, and family socioeconomic status. The children born EP had a mean gestational age of 27.3 weeks (SD 1.2) and a mean birthweight of 1001.1g (SD 223) and normal birth weight children had a mean gestational age of 39.5 weeks (SD 1.5) and a mean birthweight of 3468.7g (SD 431). Physical and verbal victimization were assessed in a school setting by peers with individual sociometric interviews (Modified Peer Nomination Inventory). After controlling for physical growth (height and weight) at the age of 7 years, the data indicate two independent effects: males were more victimized than females, and children born preterm experienced more verbal victimization by their peers than their term classmates, even when participants with a visible motor, intellectual, or sensory disability were excluded. Several hypotheses are presented to account for the higher incidence of verbal victimization of preterm children. [source]

    Acquired aphasia in children after surgical resection of left-thalamic tumors

    DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 9 2000
    Ruth Nass MD
    Five children (three males, two females; four right-, one left-handed; age range 6 to 14 years) who developed aphasia after gross-total excision of left predominantly thalamic tumors are reported. Three patients had Broca aphasia, one had mixed transcortical aphasia, and one patient had conduction aphasia. In the months after surgery, three children improved while receiving radiation and/or chemotherapy, although none recovered completely. Two patients with malignant tumors developed worsening aphasia when the tumor recurred, and later died. Two of three patients tested had visuospatial difficulties in addition to language deficits. Attention and executive functioning were affected in three of three patients tested. Memory, verbal and/or visual functioning, were affected in four of four patients tested. Both patients who were tested showed transient right hemineglect. Two of two patients tested were probably apraxic. The wide range of deficits in these children highlights the importance of the thalamus and other subcortical structures in developing cognition. [source]

    Cognitive training in Alzheimer's disease: a meta-analysis of the literature

    ACTA PSYCHIATRICA SCANDINAVICA, Issue 2 2006
    D. I. Sitzer
    Objective:, To systematically review the literature and summarize the effect of cognitive training (CT) for Alzheimer's disease (AD) patients on multiple functional domains. Method:, Effect sizes (Cohen's d) were calculated for 17 controlled studies identified through a comprehensive literature review. Results:, An overall effect size of 0.47 was observed for all CT strategies across all measured outcomes. Mean effect sizes were higher for restorative (0.54) than for compensatory (0.36) strategies. Domain-specific effect sizes ranged from 2.16 (verbal and visual learning) to ,0.38 (visuospatial functioning). Data are also presented on the relative impact of restorative and compensatory strategies for each domain of functioning. Conclusion:, CT evidenced promise in the treatment of AD, with primarily medium effect sizes for learning, memory, executive functioning, activities of daily living, general cognitive problems, depression, and self-rated general functioning. Restorative strategies demonstrated the greatest overall effect on functioning. Several limitations of the published literature are discussed. [source]

    Interactive effect of central obesity and hypertension on cognitive function in older out-patients with Type 2 diabetes

    DIABETIC MEDICINE, Issue 12 2008
    E. Kim
    Abstract Aim Central obesity, hypertension and diabetes mellitus have been related individually to cognitive dysfunction. We aimed to study the interactive effects of these co-occurring risk factors on cognitive decline, which remain unclear in older patients with diabetes. Methods We assessed metabolic profiles and neuropsychological functions in 60 older out-patients with Type 2 diabetes to examine the associations of central obesity with cognitive functions, while controlling for other confounding factors in these subjects. Results Waist circumference was associated with poor performance in digits forward (r2 = 0.11, P = 0.02), choice reaction time (r2 = 0.08, P = 0.04) and cognitive reaction time (r2 = 0.07, P < 0.05) even after adjustment for potential confounders including age, gender, education and HbA1c. There were also significant interactions between central obesity and hypertension with respect to performance of digits forward (P = 0.04) and delayed verbal cued recall (P = 0.03). Conclusion Our findings suggest that, in addition to glycaemic control, central obesity and hypertension influence cognitive functions, such as attention and psychomotor speed in older patients with Type 2 diabetes. [source]

    Developmental dyslexia and explicit long-term memory

    DYSLEXIA, Issue 3 2010
    Deny Menghini
    Abstract The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding. The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved visual-object and visual-spatial domain. A further goal of the present study was to investigate the predictive value of non-verbal long-term memory abilities with respect to word and non-word reading in dyslexic children. In accordance with these aims, performances of 60 dyslexic children were compared with that of 65 age-matched normal readers on verbal, visual-spatial and visual-object task. Results documented a generalized impairment of episodic long-term memory capacities in dyslexic children and the results did not vary as a function of children's age. Furthermore, in addition to verbal measures, also individual differences in non-verbal long-term memory tasks turn out to be good predictors of reading difficulties in dyslexics. Our findings indicate that the long-term memory deficit in dyslexia is not limited to the dysfunction of phonological components but also involves visual-object and visual-spatial aspect, thus suggesting that dyslexia is associated to multiple cognitive deficits. Copyright © 2010 John Wiley & Sons, Ltd. [source]

    Executive functions in children with dyslexia

    DYSLEXIA, Issue 2 2005
    Astrid Reiter
    Abstract There is little data available concerning the executive functions of children with dyslexia. The small number of existing studies in this field focus on single aspects of these functions such as working memory. The aim of the present study was therefore to assess a variety of aspects of executive functioning in children with dyslexia. Forty-two children with dyslexia and 42 non-dyslexic children were examined using a neuropsychological test battery. The test battery consisted of standardised tests examining the assessment of working memory, concept formation, inhibition, flexibility, problem solving and fluency functions. Comparison between the test performance of non-dyslexic children and children with dyslexia revealed obvious difficulties of children with dyslexia in tests measuring working memory. Inhibition of inappropriate reactions was impaired in children with dyslexia in more demanding tests, but not in simple ones. Furthermore, children with dyslexia displayed impairments of both verbal and figural fluency functions. While in comparison to non-dyslexic children no disturbances of concept formation were observed, problem solving seemed to be partially impaired. The present findings suggest that children with dyslexia demonstrate impairments in a variety of executive functions. This should be considered in the development of new concepts in the treatment of dyslexia. Copyright © 2004 John Wiley & Sons, Ltd. [source]

    The characteristics of young and adult dyslexics readers on reading and reading related cognitive tasks as compared to normal readers

    DYSLEXIA, Issue 2 2005
    Shelley Miller-Shaul
    Abstract Most of the research into dyslexia has been carried out among children and has raised the question whether the characteristics of young dyslexics are similar to those of adult dyslexics. The aim of this research was, therefore, to confirm whether the cognitive deficits, which appear among young dyslexics on reading and reading related tasks, are similar among adult dyslexics. Four groups of subjects were tested in this study: two groups of fourth graders, dyslexic and normal readers, and two groups of students, compensated dyslexics and normal readers. A comparison of the differences in research measures between the young dyslexics and their control group, and between the adult dyslexics and their control group, clearly indicates that the difference between regular readers and dyslexics is significantly smaller in the adult group on orthographic tasks, and this difference increases in adults on phonological tasks. The findings of this study reinforce the assumption that dyslexics have particular difficulty with the phonological-auditory channel. Another main finding is the slow speed of processing in verbal and non-verbal tasks. It can be assumed that these problems start at a young age and persist in compensated adult dyslexics. Copyright © 2005 John Wiley & Sons, Ltd. [source]

    Dyslexia in English as a second language

    DYSLEXIA, Issue 1 2005
    Turid Helland
    Abstract This study focused on English as L2 in a group of Norwegian dyslexic 12 year olds, compared to an age and gender matched control group. Norwegian school children learn English from the first grades on. The subjects were assessed with a test battery of verbal and written tasks. First, they were given a comprehension task; second, a model sentence task; third, two pragmatic tasks, and fourth, three tasks of literacy. The verbal tasks were scored according to comprehension, morphology, syntax and semantics, while the literacy tasks were scored by spelling, translation and reading skills. It was hypothesized that the results of the control group and the dyslexia group would differ on all tasks, but that subgrouping the dyslexia group by comprehension skills would show heterogeneity within the dyslexia group. The data analyses confirmed these hypotheses. Significant differences were seen between the dyslexia group and the control group. However, the subgrouping revealed minor differences between the control group and the subgroup with good comprehension skills, and major differences between the control group and the subgroup with poor comprehension skills. Especially morphology and spelling were difficult for the dyslexia group. The results were tentatively discussed within the framework of biological and cognitive models of how to interpret L2 performance in dyslexia, underlining the importance of further research in L2 acquisition in dyslexia. Copyright © 2004 John Wiley & Sons, Ltd. [source]

    SURVIVE THEN THRIVE: DETERMINANTS OF SUCCESS IN THE ECONOMICS PH.D. PROGRAM

    ECONOMIC INQUIRY, Issue 4 2007
    WAYNE A. GROVE
    This study investigates the completion of the Ph.D. in economics. We use ex ante information, based upon reviewing individual applications from former doctoral students. Students need different skills to succeed at each distinct stage of the doctoral program. Significant determinants for passing the comprehensive exams include Graduate Record Exam (GRE) verbal and quantitative scores, a Masters degree, and prior focus on economics. By contrast, research motivation and math preparation play significant roles in completing the dissertation. GRE scores become insignificant for completion in the generalized ordered logit estimates, which emphasize the sequential nature of the Economics Ph.D. program. (JEL I210) [source]

    Cognitive functioning in substance abuse and dependence: a population-based study of young adults

    ADDICTION, Issue 9 2009
    Antti Latvala
    ABSTRACT Aims To investigate whether substance use disorders (SUDs) are associated with verbal intellectual ability, psychomotor processing speed, verbal and visual working memory, executive function and verbal learning in young adults, and to study the associations of SUD characteristics with cognitive performance. Participants A population-based sample (n = 466) of young Finnish adults aged 21,35 years. Measurements Diagnostic assessment was based on all available information from a structured psychiatric interview (SCID-I) and in- and out-patient medical records. Established neuropsychological tests were used in the cognitive assessment. Confounding factors included in the analyses were comorbid psychiatric disorders and risk factors for SUDs, representing behavioural and affective factors, parental factors, early initiation of substance use and education-related factors. Findings Adjusted for age and gender, life-time DSM-IV SUD was associated with poorer verbal intellectual ability, as measured with the Wechsler Adult Intelligence Scale,Revised (WAIS-R) vocabulary subtest, and slower psychomotor processing, as measured with the WAIS-R digit symbol subtest. Poorer verbal intellectual ability was accounted for by parental and own low basic education, whereas the association with slower psychomotor processing remained after adjustment for SUD risk factors. Poorer verbal intellectual ability was related to substance abuse rather than dependence. Other SUD characteristics were not associated with cognition. Conclusions Poorer verbal intellectual ability and less efficient psychomotor processing are associated with life-time alcohol and other substance use disorders in young adulthood. Poorer verbal intellectual ability seems to be related to parental and own low basic education, whereas slower psychomotor processing is associated with SUD independently of risk factors. [source]