Biomedical subjects

Ellen Winner

Publications and source records attributed to Ellen Winner.

8 recordsLinked to original sources

PubMed2006

Inference of beliefs and emotions in patients with Alzheimer's disease.

The present study compared 20 patients with mild to moderate Alzheimer's disease with 20 older controls (ages 69-94 years) on their ability to make inferences about emotions and beliefs in others. Six tasks tested their ability to make 1st-order and 2nd-order inferences as well as to offer explanations and moral evaluations of human action by appeal to emotions and beliefs. Results showed that the ability to infer emotions and beliefs in 1st-order tasks remains largely intact in patients with mild to moderate Alzheimer's. Patients were able to use mental states in the prediction, explanation, and moral evaluation of behavior. Impairment on 2nd-order tasks involving inference of mental states was equivalent to impairment on control tasks, suggesting that patients' difficulty is secondary to their cognitive impairments. ((c) 2006 APA, all rights reserved).

Aged↗

PubMed2006

Theory of mind and the right cerebral hemisphere: refining the scope of impairment.

The neuropsychological and functional characterisation of mental state attribution ("theory of mind" (ToM)) has been the focus of several recent studies. The literature contains opposing views on the functional specificity of ToM and on the neuroanatomical structures most relevant to ToM. Studies with brain-lesioned patients have consistently found ToM deficits associated with unilateral right hemisphere damage (RHD). Also, functional imaging performed with non-brain-injured adults implicates several specific neural regions, many of which are located in the right hemisphere. The present study examined the separation of ToM impairment from other deficits associated with brain injury. We tested 11 patients with unilateral right hemisphere damage (RHD) and 20 normal controls (NC) on a humour rating task, an emotion rating task, a graded (first-order, second-order) ToM task with non-mentalistic control questions, and two ancillary measures: (1) Trails A and B, in order to assess overall level of impairment and set-shifting abilities associated with executive function, and (2) a homograph reading task to assess central coherence skills. Our findings indicate that RHD can result in a functionally specific deficit in attributing intentional states, particularly those involving second-order attributions. Performance on ToM questions was not reliably related to measures of cognitive impairment; however, performance on non-ToM control questions was reliably predicted by Trails A and B. We also discuss individual RHD patients' performance with attention to lesion locus. Our findings suggest that damage to the areas noted as specialised in neuroimaging studies may not affect ToM performance, and underscore the necessity of combining lesion and imaging studies in determining functional-anatomical relations.

Adult↗

PubMed2005

Are there pre-existing neural, cognitive, or motoric markers for musical ability?

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument nor is it known whether there are pre-existing associations between music and any of these outcome measures that could help explain the training effects. To answer these questions, we compared 5- to 7-year-olds beginning piano or string lessons (n=39) with 5- to 7-year-olds not beginning instrumental training (n=31). All children received a series of tests (visual-spatial, non-verbal reasoning, verbal, motor, and musical) and underwent magnetic resonance imaging. We found no pre-existing neural, cognitive, motor, or musical differences between groups and no correlations (after correction for multiple analyses) between music perceptual skills and any brain or visual-spatial measures. However, correlations were found between music perceptual skills and both non-verbal reasoning and phonemic awareness. Such pre-existing correlations suggest similarities in auditory and visual pattern recognition as well a sharing of the neural substrates for language and music processing, most likely due to innate abilities or implicit learning during early development. This baseline study lays the groundwork for an ongoing longitudinal study addressing the effects of intensive musical training on brain and cognitive development, and making it possible to look retroactively at the brain and cognitive development of those children who emerge showing exceptional musical talent.

Awareness↗

PubMed2005

Effects of music training on the child's brain and cognitive development.

Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.g., translating visually perceived musical symbols into motor commands while simultaneously monitoring instrumental output and receiving multisensory feedback). Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. However, the underlying neural bases of such enhancements and whether the intensity and duration of instrumental training or other factors, such as extracurricular activities, attention, motivation, or instructional methods can contribute to or predict these enhancements are yet unknown. Here we report the initial results from our studies examining the brain and cognitive effects of instrumental music training on young children in a longitudinal study and a cross-sectional comparison in older children. Further, we present a comparison of the results in these children's studies with observations from our cross-sectional studies with adults.

Adolescent↗

PubMed2004

Imaging melody and rhythm processing in young children.

In the adult brain, melody and rhythm processing have been found to show different hemispheric dominance, with the right hemisphere apparently more sensitive to melody and the left hemisphere to rhythm. We used a novel, child-friendly scanning protocol to examine the neural basis of melody and rhythm processing in young children (mean age 6 years 4 months, n=33). FMRI data were acquired using a sparse temporal sampling technique, taking advantage of the natural delay in the cerebrovascular response to neuronal activity. We found that this group of young children showed some differential specialization for melody and rhythm processing, but to a lesser extent than previously reported in adults. These results suggest that hemispheric specialization for musical processing may develop with age.

Acoustic Stimulation↗

PubMed2004

Inference of mental states in patients with Alzheimer's disease.

INTRODUCTION: The ability to determine what someone thinks or knows often requires an individual to infer the mental state of another person, an ability typically referred to as one's "theory of mind". The present study tests this ability in patients with mild-to-moderate Alzheimer's disease (AD). METHODS: Three theory of mind tests and three standardised neuropsychological tests were presented to a group of patients with AD (n = 25) and a group of healthy elderly controls (n = 15). RESULTS: On the first two theory of mind tasks, the performance of the AD patients was nearly perfect and did not differ from that of the controls: AD patients showed no difficulties in either attributing a false belief to another person, or in recognising their own previous false beliefs. On the third theory of mind task, where the key information was embedded in a story narrative, AD patients per formed significantly worse than controls. However, their performance on this task was similar to the control condition, which used a similar story but which did not involve beliefs. CONCLUSIONS: These results, as well as those involving correlations between the neuropsychological tests and performance on the third task, suggest that the AD patients' difficulty may be secondary to their cognitive impairments, rather than a primary impairment in theory of mind.

Journal Article↗

PubMed2003

Dyslexia linked to talent: global visual-spatial ability.

Dyslexia has long been defined by deficit. Nevertheless, the view that visual-spatial talents accompany dyslexia has grown, due to reports of individuals with dyslexia who possess visual-spatial strengths, findings of elevated incidence of dyslexia in certain visual-spatial professions, and the hypothesis that left-hemisphere deficits accompany right-hemisphere strengths. Studies have reported superior, inferior, and average levels of visual-spatial abilities associated with dyslexia. In two investigations, we found an association between dyslexia and speed of recognition of impossible figures, a global visual-spatial task. This finding suggests that dyslexia is associated with a particular type of visual-spatial talent-enhanced ability to process visual-spatial information globally (holistically) rather than locally (part by part).

Aptitude↗

PubMed2003

Can adolescents with Williams syndrome tell the difference between lies and jokes?

A group of adolescents with Williams syndrome (WS) was compared to matched groups of adolescents with Prader-Willi syndrome and nonspecific mental retardation on a task that tested the ability to distinguish different forms of nonliteral language. Participants listened to stories that ended in either a lie or an ironic joke. They were asked to decide the form of the nonliteral utterance and justify their responses. Almost none of the participants in any of the groups were able to correctly classify the ironic jokes, instead judging them to be lies because they did not correspond to reality. Their errors were similar to those made by younger normally developing children, but contrasted with those made by brain-damaged adults. These data are taken as further evidence that neurodevelopmental disorders are quite different from acquired brain disorders and require different neuropsychological models. The findings from this study also have important implications for considering the difficulties that adolescents with WS and other disorders will have in everyday social situations, especially among peers.

Adolescent↗