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At least 37 records · Page 2Linked to original sources
PubMed1979

Age, sex, and hemisphrere asymmetry differences induced by a concurrent memory processing task.

Subjects in three age groups matched simultaneously presented pairs of visual words or geometric shape stimuli as belonging in a "same" or "different" category. No age effects were observed unless subjects were also required to repeat the sequence of the last three "same-different" responses immediately following each trial. Cerebral asymmetry effects were expected for the word and shape dimensions, but were not observed. Asymmetry effects for the same-different dimensions were noted and allowed inference regarding serial and parallel processing effects. When required to repeat the sequence of past responses following each trial, older males showed an increase in time to make the same judgments. Older females showed increased right vs left visual field processing times when required to repeat the sequence of same-different responses following each trial.

Adolescent↗
PubMed1975

Effect of two weeks' treatment with thioridazine, chlorpromazine, sulpiride and bromazepam, alone or in combination with alcohol, on learning and memory in man.

Forty paid healthy male students participated in two subacute experiments of 6 weeks each. In the first trial 20 of them received bromazepam, thioridazine, and placebo double blind cross over for 2 weeks each, and in the second trial the active agents administered to the other 20 participants were chlorpromazine and sulpiride. The tests used were paired associate learning with nonsense syllables and digit memory span. Before testing the subjects took either an alcoholic or a nonalcoholic bitter drink. As in the previous study from this laboratory, alcohol was found to impair learning capacity. Of the drugs used only bromazepam impaired learning significantly, and the combined effect of alcohol and bromazepam on learning capacity was very deleterious. The adrenolytic effect of drugs did not correlate with their effect on learning. Caution is necessary when prescribing bromazepam for active outpatients at least in doses used in this study.

Adult↗
PubMed1978

Inter- versus intra-hemispheric learning in dyslexic and normal readers.

The present study investigated the hypothesis that developmental dyslexia is attributable to dysfunction in inter-hemispheric transfer. Dyslexic and normal readers in second grade (age-range seven to eight years) and sixth grade (11 to 12 years) were given tachistoscopic presentations of novel visual stimuli (Chinese ideographs), randomly presented to the left and right visual fields and to the central fixation point. Each stimulus was paired with a common English word (spoken) and the children were asked to associate the two. The transmission deficit hypothesis predicts that poor and normal readers will be differentiated in the case of presentations to the right hemisphere (left visual field) but will not differ significantly in the case of presentations to the left hemisphere (right visual field). This hypothesis was not supported. Normal readers at both grade levels performed significantly better than poor readers in both visual-field presentations.

Age Factors↗
PubMed1978

Menière's disease. II. A neuropsychological study.

23 Menière patients were examined with a extensive battery of neuro-psychological tests. In a previous investigation, the authors had demonstrated that patients with long-duration Menière's disease had psychological disturbances, presumably localized in the nondominant hemisphere. In the present investigation, the patients had short-duration Menière's disease, and we were unable to replicate the results of the former investigation. It is concluded that the central changes in nondominant hemisphere function develop over a long period of time. It is hoped for that further neuropsychological investigations of Menière patients will give more information on what is primary in Menière's disease: peripheral, sensory or central neurological changes.

Adult↗
PubMed1975

Semantic desensitization: language conditioning or demand characteristics manipulation?

Previous studies in language conditioning, especially those called semantic desensitization, have shown changes in self-report, behavioral measures, and the semantic meaning of the target concept following treatment. This last has been proposed as a causal variable but experimental and control groups differed greatly in terms of their demand characteristics. The present study included a placebo group with demand characteristics similar to those of the control group. The target area was self-concept (18 male Ss, 9 female Ss). Significant changes in self-report and actual performance with a hand dynamometer were obtained but these were as great for the placebo group as for the experimental groups. It was suggested that factors other than conditioning are of importance in semantic desensitization.

Awareness↗
PubMed1979

Perceptual reactance and task performance.

57 female subjects participated in a study in which perceptual reactance was assessed by the kinesthetic figural aftereffects test. Subjects identified as augmenters were quicker than reducers on a disjunctive reaction time task and a significant interactive effect was found on a paired-associate task. Augmenters performed better on a similar list while reducers were more effective on a dissimilar list.

Female↗
PubMed1978

Associative symmetry in the PA learning of retarded and nonrerarded children.

Mentally retarded and nonretarded children learned pairs of pictures in a single-function order (A and B terms of each pair were in the same position throughout) or in a double-function order (all items were re-paired and served as A and B terms). Associative symmetry was demonstrated by all groups when the lists were presented single-function; forward asymmetry was demonstrated when the list was presented double-function. When categorized pairs were presented double-function, items that were correctly associated by category produced symmetry; items that were correctly associated but not by category produced forward asymmetry. The possible influence of single vs. multiple associations on associative symmetry was discussed.

Child↗
PubMedDate not supplied

Age, rate and instructional conditions: empirical support against the pacing variable.

The present study was an attempt to determine if the pacing effect was an artifact of the confounding of presentation rate and total learning time. Two presentation rates were factorially varied with three instructional conditions for two different age groups in a paired-associate and free-recall task. The results of the study replicated the pacing effect when learning time was deliberately confounded. When total learning time was equated for the presentation rates the pacing effect was not replicated, demonstrating that pacing is an artifact. It was suggested that the total time principle, not pacing, was the viable explanatory concept. The results of the manipulation of instructional conditions suggest that it is inappropriate to assume that a set of instructions will result in equivalent performance for both young and old samples.

Adolescent↗
PubMed1979

Rekitting the Wechsler Paired-Associate Task: the Waterford Index.

The Waterford Index provides a new scoring system for the Wechsler paired-associate task. Item performances across successive trials were coded so as to reflect the psychological phenomena of learning, forgetting and item effects (N = 50). The Index describes two rules for differentiating between cases of cognitive impairment and non-impairment. Rule 1 contrasts the respective contributions of learning and forgetting. Rule 2 takes account of cases characterized by a high proportion of correct responses. Against a criterion index based on performances on other psychological tests of organic dysfunction, the Waterford Index yielded higher predictive efficiencies than associated with other Wechsler indices, intelligence, and age.

Adult↗