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Biomedical subjects

G W Hynd

Publications and source records attributed to G W Hynd.

At least 73 records · Page 4Linked to original sources
PubMed1982

Progressive supranuclear palsy.

Progressive supranuclear palsy has been recognized as a distinct nosological entity for about three decades now. Typically, this progressive neurological disease manifests itself late in the sixth decade with a terminal course of approximately four to six years. Well over one hundred cases have been described in the literature and the heterogeneous nature of progressive supranuclear palsy includes the characteristic vertical ophthalmoplegia, frequent falling and a profound nuchal rigidity. Other features are similar in many respects to those found in Parkinson's disease. The present article reviews the literature on progressive supranuclear palsy with particular reference to its clinical manifestations including the ophthalmoplegia, characteristic sleep disturbances and unique dementia. Also addressed, are neuropathological and epidemiological findings. Finally, conclusions and recommendations for further investigation are offered especially with regard to the neuropsychological nature of this neurological disorder.

Brain↗
PubMed1981

Development of reciprocal hemispheric inhibition in normal and learning-disabled children.

Matched populations (N = 90) of learning-disabled and normal children representing an age range of approximately five years were administered a dichotic listening task to examine the hypothesized development of reciprocal control by the left cerebral hemisphere over the right. An analysis of the free-recall raw scores for each ear by the two groups of children at three developmental levels supported the notion that age-related changes occur in the right cerebral hemisphere and not in the left. Consequently, the notion that the left hemisphere becomes more lateralized during development was not supported. Rather, a differential model of cerebral inattention and suppression of stimuli perceived transcallosally by the left hemisphere was adopted as more appropriate in conceptualizing neuropsychological accomodation and functioning in learning-disabled children.

Child↗
PubMed1981

Cognitive development and cerebral lateralization in children with learning disabilities.

Basic assumptions related to research with learning disabled children are critically examined as they pertain to conceptual models of the relationship between cerebral lateralization and cognitive development. Based on this review, it seems that some assumptions regarding the relationship between cerebral lateralization and cognitive development among learning disabled children are without strong empirical support. Consequently, researchers in this area need to be particularly aware of underlying assumptions related to their research and may need to discuss their results from a more current perspective.

Attention↗
PubMed1980

Acculturation and the lateralization of speech in the bilingual Native American.

Previous reports have suggested that bilingual Native Americans differentiate cognitively in processing their sociologically dominant and non-dominant language. Specifically, there is some evidence that receptive speech functions may be lateralized to the right cerebral hemisphere. To test the notion that this differential specialization may be due to socio-cultural influences, receptive and expressive speech lateralization was examined in a population of acculturated bilingual Native Americans. An analysis of dichotic listening and time-sharing asymmetries indicated that despite evidence for an initial appositional tendency, the Native American subjects were lateralized to the left cerebral hemisphere for both receptive and expressive speech. It is proposed that shifts in the attended perceptual field occur as Native Americans mature perhaps due to an increasing familiarity with a second culture and more propositionally oriented language.

Acculturation↗
PubMed1980

Propositional and appositional modes of thought and differential cerebral speech lateralization in Navajo Indian and Anglo children.

20 Navajo children were matched to 20 Anglo children according to sex, chronological age, and handedness at 2 different age levels. These matched subjects were administered 30 pairs of dichotically presented consonant-vowel (CV) syllables. An analysis of the children's performance on the dichotic task revealed that, while sex was not a factor, there was a distinct left-ear effect among the Navajo children as compared with the expected right-ear effect as found with the Anglo children. Furthermore, a developmental trend was evidenced. These results suggest that there are developmental preferences among Navajo children in processing receptive language in the right cerebral hemisphere. This oppositional preference is thought to be related to the linguistic characteristics of the Navajo language.

Cerebral Cortex↗
PubMed1979

Clinical utility of the WISC-R and the French Pictorial Test of Intelligence with native American primary grade children.

Cultural bias and the clinical utility of the WISC-R and French Pictorial Test of Intelligence were evaluated using scores of 22 male and 22 female Navajo primary grade children. There were no significant differences in performance on either test according to sex. As expected, the Verbal IQ and Full Scale IQ of the WISC-R and the Deviation IQ of the French provided significantly depressed estimates of ability. A prorated Performance IQ might be the least depressed measure of potential among these children.

Child↗
PubMed1978

Smoking treatment strategies, expectancy outcomes, and credibility in attention-placebo control conditions.

Assessed credibility of the rapid smoking procedure, covert sensitization a combined approach, satiation, and a relaxation technique in a group of 38 self-reported cigarette smokers. The results suggested that while sex is not a factor in credibility ratings, different treatment strategies do elicit varying degrees of confidence in terms of positive treatment expectances. Scheffé's method of posttest comparisons revealed that satiation was least preferred, while the relaxation procedure was rated the highest in credibility. The other aversive treatment strategies did not differ significantly from either the relaxation or satiation procedures. These findings are discussed as they relate to credibility as a nonspecific treatment variable that smoking researchers may effectively manipulate through a rating procedure in creating a more sound experimental design in attention-placebo control conditions.

Adult↗
PubMed1978

Attentional deficits and word attributes preferred by learning disabled children in grades 2, 4, and 6.

This study investigated the postulated effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 15 learning disabled children each in Grades 2, 4, and 6. An analysis of errors in recall suggests that the children in the second grade did not encode and retrieve information as did their normal counterparts but rather used several stimulus attributes in retrieval. The children in the sixth grade, however, evidenced a significant preference for the orthographic attribute in recall as did normal second grade children. These findings are discussed as they relate to attention deficits, the capacity of short-term memory and achievement in learning disabled children.

Achievement↗
PubMedDate not supplied

Dichotic consonant-vowel (CV) testing in the diagnosis of learning disabilities in children.

The performance of normal and learning-disabled children on a dichotic listening task using 30 paired consonant-vowel (CV) syllables was investigated in a series of studies. The effects of gender, developmental level, and prestimulus cuing on assessed auditory asymmetries were examined. In addition to providing normative data, the results of these studies are discussed as they relate to theoretical notions of cerebral asymmetries in normal and learning-disabled children and as they pertain to clinical diagnosis of childhood learning disabilities.

Age Factors↗