Showing papers on "Verbal learning published in 1995"

Variability in Early Communicative Development

Abstract: Data from parent reports on 1,803 children--derived from a normative study of the MacArthur Communicative Development Inventories (CDIs)--are used to describe the typical course and the extent of variability in major features of communicative development between 8 and 30 months of age. The two instruments, one designed for 8-16-month-old infants, the other for 16-30-month-old toddlers, are both reliable and valid, confirming the value of parent reports that are based on contemporary behavior and a recognition format. Growth trends are described for children scoring at the 10th-, 25th-, 50th-, 75th-, and 90th-percentile levels on receptive and expressive vocabulary, actions and gestures, and a number of aspects of morphology and syntax. Extensive variability exists in the rate of lexical, gestural, and grammatical development. The wide variability across children in the time of onset and course of acquisition of these skills challenges the meaningfulness of the concept of the modal child. At the same time, moderate to high intercorrelations are found among the different skills both concurrently and predictively (across a 6-month period). Sex differences consistently favor females; however, these are very small, typically accounting for 1%-2% of the variance. The effects of SES and birth order are even smaller within this age range. The inventories offer objective criteria for defining typicality and exceptionality, and their cost effectiveness facilitates the aggregation of large data sets needed to address many issues of contemporary theoretical interest. The present data also offer unusually detailed information on the course of development of individual lexical, gestural, and grammatical items and features. Adaptations of the CDIs to other languages have opened new possibilities for cross-linguistic explorations of sequence, rate, and variability of communicative development.

Validity and Neuropsychological Characterization of Asperger Syndrome: Convergence with Nonverbal Learning Disabilities Syndrome

Abstract: The authors investigated the validity of Asperger Syndrome (AS) by comparing the neuropsychological profiles in this condition and Higher-Functioning Autism (HFA). Diagnostic assignment followed a stringent procedure based on ICD-10 research criteria for the two disorders. The groups had comparable age and Full Scale IQ distributions. The groups differed significantly in 11 neuropsychological areas. The profile obtained for individuals with AS coincided closely with a cluster of neuropsychological assets and deficits captured by the term nonverbal learning disabilities, suggesting an empirical distinction from HFA.

Individual Differences in 4-Year-Old Children's Acquisition of Vocabulary during Storybook Reading.

Abstract: Two experiments were conducted to assess how children who differ in vocabulary knowledge learn new vocabulary incidentally from listening to stories read aloud. In both experiments, 4-year-old children were classified as having either high or low word knowledge on the basis of a median split of their Peabody Picture Vocabulary Test-Revised (PPVT-R) standard scores. In Experiment 1, children either listened passively or labeled pictures using novel words during the book readings. We found that children with larger vocabularies produced more novel words than did children with smaller vocabularies, and children who answered questions during the book readings comprehended and produced more words than did children who passively listened to the story. In Experiment 2, children either listened to readings of a book, pointed to pictures during the readings, or labeled pictures during the readings. Children with larger vocabularies comprehended more novel words than did children with smaller vocabularies. Children who actively participated by labeling or pointing learned more words than did children who listened passively to book readings. The findings clarify the role of active responding by demonstrating that verbal and nonverbal responding are effective means of enhancing vocabulary acquisition

Deficits in short-term memory in adult survivors of childhood abuse.

Abstract: Exposure to stress has been associated with alterations in memory function, and we have previously shown deficits in short-term verbal memory in patients with a history of exposure to the stress of combat and the diagnosis of posttraumatic stress disorder (PTSD). Few studies of any kind have focused on adult survivors of childhood physical and sexual abuse. The purpose of this study was to investigate short-term memory function in adult survivors of childhood abuse. Adult survivors of severe childhood physical and sexual abuse (n = 21), as defined by specific criteria derived from the Early Trauma Inventory (ETI), who were presenting for psychiatric treatment were compared with healthy subjects (n = 20) matched for several variables including age, alcohol abuse, and years of education. All subjects were assessed with the Wechsler Memory Scale (WMS) Logical (verbal memory) and Figural (visual memory) components, the Verbal and Visual Selective Reminding Tests (SRT), and the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Adult survivors of childhood abuse had significantly lower scores on the WMS Logical component for immediate and delayed recall in comparison to normal subjects, with no difference in visual memory, as measured by the WMS or the SRT, or IQ, as measured by the WAIS-R. Deficits in verbal memory, as measured by the WMS, were associated with the severity of abuse, as measured by a composite score on the ETI. Our findings suggest that childhood physical and sexual abuse is associated with long-term deficits in verbal short-term memory. These findings of specific deficits in verbal (and not visual) memory, with no change in IQ, are similar to the pattern of deficits that we have previously found in patients with combat-related PTSD.

Early acquisition of verbs in Korean: a cross-linguistic study

Abstract: This cross-linguistic study investigates children's early lexical development in English and Korean, and compares caregivers' linguistic input in the two languages. In Study 1, the lexical development of nine Korean children was followed from 1;2 to 1;10 by monthly visits and maternal reports. These Korean data were compared to previously collected English longitudinal data. We find that: (1) Korean children as young as 1;3 use verbs productively with appropriate inflections. (2) Seven of the nine children show a verb spurt at around 1;7; for six of these children the verb spurt occurs before the noun spurt. No such early verb spurt is found in the English data. Unlike in English, both verbs and nouns in Korean are dominant categories from the single-word stage. (3) Korean children express language-specific distinctions of locative actions with verbs. Study 2, a crosslinguistic study of caregivers' input in English and Korean, shows that Korean mothers provide more action verbs but fewer object nouns than American mothers. Also, Korean mothers engage in activity-oriented discourse significantly more than American mothers. Our study suggests that verbs are accessible to children from the beginning, and that they may be acquired early in children who are encouraged to do so by their language-specific grammar and input.

Learning and memory in combat veterans with posttraumatic stress disorder.

Abstract: Objective The authors investigated a broad range of memory functions for stimuli unrelated to trauma to determine whether symptoms such as intrusive memories might reflect an underlying cognitive deficit unrelated to the psychological content of the traumatic memory in patients with posttraumatic stress disorder (PTSD). Method The authors measured the intellectual functioning of 20 male combat veterans with PTSD and 12 normal comparison subjects using the WAIS and evaluated them for performance on memory using the California Verbal Learning Test. Results Veterans with PTSD showed normal abilities in the functions of initial attention, immediate memory, cumulative learning, and active interference from previous learning. However, these veterans showed a circumscribed cognitive deficit, manifested by the presence of substantial retroactive interference and revealed by a significant decrement in retention following exposure to an intervening word list. Conclusions The data suggest that patients with PTSD may have fairly specific deficits in the monitoring and regulation of memory information.

Increasing reading and communication skills in children with autism through an interactive multimedia computer program

Abstract: This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.

Cognitive and neuropsychological characteristics of physically aggressive boys.

Abstract: Cognitive-neuropsychological tests were given to adolescent boys (N = 177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile-lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive-neuropsychological functions. Language: en

Matching words to concepts in two languages: A test of the concept mediation model of bilingual representation

Abstract: A categorization paradigm was used to investigate the relations between lexical and conceptual connections in bilingual memory Fifty-one more fluent and less fluent English-French bilinguals viewed category names (eg, vegetable) and then decided whether a target word (eg, peas) was a member of that category The category names and target words appeared in both English and French across experimental conditions Because category matching requires access to conceptual memory, only relatively fluent bilinguals, who are able to directly access meaning for their second language, were expected to be able to use category information across languages The performance of less-fluent bilinguals was expected to reflect reliance on lexical-level connections between languages, requiring translation of second-language words The results provided evidence for concept mediation by more-fluent bilinguals, because categorization latencies were independent of the language of the category name However, the performance of less-fluent bilinguals indicated that they did not follow a simple lexical translation strategy Instead, these subjects were faster at categorizing words in both languages when the language of the category name matched the language of the target word, suggesting that they were able to access limited conceptual information from the second language A model of the development of concept mediation during second language acquisition is described

Nonverbal Communication and Early Language Acquisition in Children With Down Syndrome and in Normally Developing Children

Abstract: Many children with Down syndrome display asynchrony in development with the acquisition of language preceding at a slower pace than the acquisition of other cognitive skills Recent research suggests that the expressive language delays that are displayed by these children may be associated with an earlier disturbance in the development of nonverbal requesting skills (Mundy, Sigman, Kasari, & Yirmiya, 1988; Smith & von Tetzchner, 1986) To test this hypothesis, a longitudinal study of 37 children with Down syndrome and 25 children with normal development was conducted The results of the study indicated that this sample of children with Down syndrome exhibited a disturbance in nonverbal requesting Furthermore, individual differences in nonverbal requesting were associated with the subsequent development of expressive language in these children This association was observed even after taking into account initial variance in developmental level and language status These data suggested that some of the processes involved in the expressive language delay of children with Down syndrome were not unique to linguistic development Instead, some aspects of this delay appeared to be associated with problems in an earlier nonverbal phase of communication development Additionally, the results suggested that measures of nonverbal communication skills also made a unique contribution to the prediction of language development among children with normal development These data supported the hypothesis that the acquisition of nonverbal communication skills provides an important foundation for the emergence of language in atypical as well as typical development

Verbal Short-term Memory and Vocabulary Learning in Polyglots

Abstract: Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

Cross-language synonyms in the lexicons of bilingual infants: one language or two?*

Abstract: This study tests the widely-cited claim from Volterra & Taeschner (1978), which is reinforced by Clark's PRINCIPLE OF CONTRAST (1987), that young simultaneous bilingual children reject cross-language synonyms in their earliest lexicons. The rejection of translation equivalents is taken by Volterra & Taeschner as support for the idea that the bilingual child possesses a single-language system which includes elements from both languages. We examine first the accuracy of the empirical claim and then its adequacy as support for the argument that bilingual children do not have independent lexical systems in each language. The vocabularies of 27 developing bilinguals were recorded at varying intervals between ages 0;8 and 2;6 using the MacArthur CDI, a standardized parent report form in English and Spanish. The two single-language vocabularies of each bilingual child were compared to determine how many pairs of translation equivalents (TEs) were reported for each child at different stages of development. TEs were observed for all children but one, with an average of 30% of all words coded in the two languages, both at early stages (in vocabularies of 2-12 words) and later (up to 500 words). Thus, Volterra & Taeschner's empirical claim was not upheld. Further, the number of TEs in the bilinguals' two lexicons was shown to be similar to the number of lexical items which co-occurred in the monolingual lexicons of two different children, as observed in 34 random pairings for between-child comparisons. It remains to be shown, therefore, that the bilinguals' lexicons are not composed of two independent systems at a very early age. Furthermore, the results appear to rule out the operation of a strong principle of contrast across languages in early bilingualism.

Quick incidental learning (QUIL) of words by school-age children with and without SLI

Abstract: This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific lang...

The Acquisition of Phonology by Cantonese-Speaking Children.

Abstract: Little is known about the acquisition of phonology by children learning Cantonese as their first language. This paper describes the phoneme repertoires and phonological error patterns used by 268 Cantonese-speaking children aged 2;0 to 6;0, as well as a longitudinal study of tone acquisition by four children aged 1;2 to 2;0. Children had mastered the contrastive use of tones and vowels by two years. While the order of acquisition of consonants was similar to that reported for English, the rate of acquisition was more rapid. The developmental error patterns used by more than 10% of children are also reported as common in other languages. However, specific rules associated with Cantonese phonology were also identified. Few phonological errors were made after age four. The results are consistent with the hypothesis that the ambient language influences the implementation of universal tendencies in phonological acquisition.

Morphological and orthographic similarity in visual word recognition.

Abstract: The differential impact of orthographic and morphological relatedness on visual word recognition was investigated in a series of priming experiments in Dutch and German. With lexical decision and naming tasks, repetition priming and contiguous priming procedures, and masked and unmasked prime presentation, a pattern of results emerged with qualitative differences between the effects of morphological and form relatedness. With lexical decision, mere orthographic similarity between primes and targets (e.g., keller-KELLER, cellar-ladle) produced negative effects, whereas morphological relatedness (e.g., kellen-KELLE, ladles-ladle) consistently resulted in facilitation. With the naming task, positive priming effects were found for morphological as well as for mere form similarity. On the basis of these results, a model of the lexicon is proposed in which information about word form is represented separately from morphological structure and in which processing at the form level is characterized in terms of activation of, and competition between, form-related entries.

The California Verbal Learning Test in the Detection of Incomplete Effort in Neuropsychological Evaluation.

Abstract: This study determined whether performance patterns on four California Verbal Learning Test variables (CVLT ; Trials 1-5 List A, discriminability, recognition hits, and long-delay cued recall) could differentiate participants with moderate and severe brain injuries from those with mild head injuries who were giving incomplete effort. Litigating mild head injury participants (n = 23) performing at chance level or worse on a forced-choice test obtained significantly lower scores on the four CVLT variables than participants with moderate and severe brain injuries (n = 23). The linear discriminant function accurately classified 91%, and the quadratic function, 96%. The discriminability cutoff score accurately classified 93% of the cases ; recognition hits, 89% ; long-delay cued recall, 87% ; and CVLT total, 83%.

Visuospatial working memory, movement control and executive demands

Abstract: Developments in the concept of a specialist visuospatial resource in working memory owe much to a pair of tasks originally developed by Brooks (1967), involving respectively the generation and retention of a mental image of a matrix pattern and the retention of a verbal sequence. Previous literature has demonstrated that the matrix task calls on cognitive resources which are involved in both the processing of visual input and the generation of movement sequences. Using dual task methodology, the study reported here demonstrates that the matrix and verbal versions of the task do indeed rely on separate, specialized cognitive resources, one of which is also involved in generation of action. However, when the secondary task (random generation of numbers) was very demanding of general purpose cognitive resources both the matrix and verbal tasks were performed poorly, suggesting that each of these tasks draw heavily on a common, general purpose resource as well as on their respective specialist resources. It is argued that random generation offers a means to assess general purpose cognitive resources and that the cognitive processes involved in the Brooks tasks may be more complex than has been previously assumed.

Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall

Abstract: The authors investigated the theoretical question of whether different kinds of encoding can affect judgments of learning (JOLs) beyond any indirect effects arising from the differences those kinds of encoding produce on the likelihood of recall. They found that JOLs were more accurate after encoding by means of intentional learning than after encoding by means of incidental learning, even when the likelihood of recall did not differ for those kinds of encoding (Experiment 1), and were more accurate when intentional encoding occurred by generating the responses than by reading the responses (Experiment 2). An aggregation effect for JOLs was also discovered: Making JOLs about the likelihood of recall for an aggregate of items yielded less overconfidence (and even underconfidence) in contrast to the typical overconfidence of item-by-item JOLs. The overall pattern of findings suggests that JOLs are theoretically rich and are based on more than whatever underlies the likelihood of recall.

Visual and phonological pathways to the lexicon: Evidence from Chinese readers

Abstract: In this study, we investigated the role of visual and phonological information in lexical access of Chinese characters. Homophonic English words have been the main source of stimuli for word recognition research. However, since these stimuli also often look alike, visual and phonological information may be confounded in reported experiments. In contrast, many homophonic Chinese characters are visually distinct. In addition, visually similar characters often have very different pronunciations. These characteristics allow a more controlled investigation of the roles of visual and phonological information in activation of meaning. In the present study, two types of Chinese characters were used in a semantic categorization paradigm: integrated characters, which contain strokes that are not separable; and compound characters, which contain at least two clearly identifiable components. The results show that the recognition of a Chinese integrated character depends primarily on visual information, whereas the recognition of a Chinese compound character relies on visual, phonological, and semantic information. It is concluded that visual information plays a greater role in Chinese character recognition than has previously been documented.

Novel Word Learning in Children With Hearing Impairment

Abstract: This study examined novel word-learning abilities in young school-age children with mild-to-moderate hearing losses. We questioned whether degree of hearing loss or measures of language and phonolo...

The California Verbal Learning Test: Psychometric characteristics and clinical application

Abstract: The California Verbal Learning Test (CVLT) is a popular clinical and research test that claims to measure key constructs in cogntive psychology such as repetition learning, serial position effects, semantic organization, intrusion, and proactive inteference. The psychometric characteristics of the CVLT are reviewed and related to the test's clinical utility. The utility of the CVLT is shown to be limited by its poor standardization and inlated norms. Further, the validity is limited because the CVLT uses multiple trials whereas the constructs it purports to the CVLT and guidelines for its clinical use. It concludes that if the limitations of the CVLT are recognized, it can still make a usefull contribution to the clinical assessment of verbal learning and memory.