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Verbal Responses (verbal + response)

Distribution by Scientific Domains
Psychology40%

Selected Abstracts

A comparison of brain activation patterns during covert and overt paced auditory serial addition test tasks

HUMAN BRAIN MAPPING, Issue 6 2008
Cristina Forn
Abstract The Paced Auditory Serial Addition test (PASAT) is a sensitive task for evaluating cognitive impairment in patients with diffuse brain disorders, such as multiple sclerosis patients. Brain areas involved in this task have been investigated in diverse fMRI studies using different methodologies to control the subjects' responses during scanning. Here, we examined the possible differences between overt and covert responses during the PASAT task in 13 volunteers. Results showed similar activations in parietal and frontal brain areas during both versions of the task. The contrast between the two conditions (overt and covert) indicated that differences in these two methodologies were minimal. Unlike the covert condition, the overt version of the task obtained significant activations in the left superior and inferior frontal gyrus, bilateral occipital cortex, caudate nucleus and cerebellum. As expected, no significant overactivations were observed in the covert when compared with the overt condition. Discussion focuses on the lower cost of using verbal responses to monitor performance during the PASAT task, which might be generalisable to other frontal lobe tasks requiring discrete responses. Hum Brain Mapp, 2008. © 2007 Wiley-Liss, Inc. [source]

Skin conductance and heart-rate responses as indices of covert face recognition in preschool children

INFANT AND CHILD DEVELOPMENT, Issue 5 2004
Kjell Morten Stormark
Abstract Covert face recognition was examined in 12 young preschoolers (age range 26,48 months) by comparing their autonomic functions to slides depicting former playmates from a family nursery school that the preschoolers had attended earlier with slides of their present playmates and unfamiliar children. While all preschoolers reported corroborated overt recognition of present playmates after the experiment, only three of them did so in relation to former playmates. The distribution of yes,no responses on the overt recognition task to former playmates was not significantly different from the responses to unfamiliar children. Nevertheless, the preschoolers evidenced increased skin conductance responses (SCRs) and more pronounced heart rate (HR) deceleration to the slides depicting former classmates compared to unfamiliar children. Thus, although the preschoolers' verbal responses did not differentiate between former playmates and unfamiliar children, their autonomic functions did. These findings suggest that young children can retain memories of past experiences in an implicit form without corroborated overt recognition. Copyright © 2004 John Wiley & Sons, Ltd. [source]

Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005
Sharon Lynch
This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre-, post-, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n,=,1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale-up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912,946, 2005 [source]

A comparison of SNAP II© and bispectral index monitoring in patients undergoing sedation

ANAESTHESIA, Issue 8 2010
S. R. Springman
Summary Clinical signs and patients' verbal responses have traditionally been used to assess patients' comfort and the depth of sedation. Recently, level-of-consciousness monitors have been used to guide sedation. The SNAP II© is a single-lead electroencephalogram device that displays a SNAP© Index , a derived value based on both high and low frequency electroencephalogram signals. Much of the current clinical research on monitoring during sedation involves the bispectral index monitor. We compared simultaneous readings recorded by the SNAP II and bispectral index during sedation in 51 consecutive patients undergoing surgery. The anaesthesia team was blinded to the SNAP II and bispectal index values. Concurrent SNAP II and bispectral index readings displayed similarly-shaped trajectories during sedation, but further studies are needed to establish the routine clinical utility of both these monitors. [source]

Reducing aberrant verbal behavior by building a repertoire of rational verbal behavior,

BEHAVIORAL INTERVENTIONS, Issue 3 2006
Erik Arntzen
The purpose of the present study was to train different verbal classes in a 44-year-old woman to reduce aberrant verbal behavior. She had been hospitalized for 22 years in different psychiatric institutions, and has been diagnosed with schizophrenia, developmental disabilities, non-organic psychosis, and autism. Assessment of her verbal behavior showed that a small amount was adequate verbal behavior, whereas almost the entire repertoire of verbal behavior could be characterized as aberrant verbal behavior (,psychotic' and repetitive verbal behavior), and this behavior was maintained by social reinforcement such as smiles, various comments from other persons. The treatment program was based on results from the assessment results and was focused on establishing relationships between a variety of verbal response responses and proper controlling variables. She was trained to produce different verbal classes, mainly mand, tact, intraverbal, textual, transcription, and dictation responses. The duration of aberrant verbal behavior and the rate of ,psychotic' verbal behavior were gradually reduced as a function of an increasing number of adequate verbal responses. In the study, we present data covering a very long period; the last data point was acquired 25 months after the start of the program. Copyright © 2006 John Wiley & Sons, Ltd. [source]