Obsessive-compulsive disorder onset after removal of a brain tumor.
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Adult↗
Biomedical subjects
R M Lazar
Publications and source records attributed to R M Lazar.
Use of a structured interview to diagnose anxiety disorders in a minority population.
A structured interview--the Anxiety Disorder Interview Schedule--Revised (ADIS-R)--was used to assess the presence of panic disorder and other anxiety disorders in 100 psychiatric outpatients at an inner-city municipal hospital, most of whom were black and of low socioeconomic status. The ADIS-R identified seven patients as having a primary diagnosis of panic disorder and 16 as having a secondary diagnosis of panic disorder. None of the patients received a primary diagnosis of panic disorder from the outpatient clinical staff, who did not use the ADIS-R. The authors conclude that a structured interview is an effective tool for identifying panic disorder in a minority population, in whom the disorder is generally underdiagnosed.
Adolescent↗
Left hemiparalexia.
Three patients with left splenial lesions made paralexic errors restricted to the left end of words. Errors appeared more frequently when a correct response was highly dependent on the initial letter of the stimulus. One patient had full visual fields with hemialexia affecting the left visual field. The other two patients had complete right hemianopia. We attribute left-sided reading errors in the hemianopic patients to a retinotopically restricted disconnection pattern that selectively disrupts transfer of information originating from the peripheral left visual field. Functional resistance of the more numerous transcallosal projections representing visual field adjacent to the vertical meridian may account for such a pattern. The emergence of positional reading errors from retinotopically restricted left hemifield disconnection suggests that callosal information transfer during normal reading may primarily involve elemental sensory rather than lexical/semantic information.
Adult↗
Teaching arbitrary matching via sample stimulus-control shaping to young children and mentally retarded individuals: a methodological note.
Two experiments demonstrated the efficacy of sample stimulus-control shaping programs for teaching arbitrary matching to 4 subjects who did not acquire the performances via standard methods (i.e., differential reinforcement and, in two cases, comparison intensity fading). All 4 had previously demonstrated identity matching with two-dimensional forms. Identity matching performances were then transformed into arbitrary matching by gradually changing the sample stimuli until they no longer resembled the comparison stimuli. Where applicable, these methods may have advantages over others that have been used after the failure of standard techniques.
Adolescent↗