Narrative Discourse

1986 ◽  
Vol 51 (1) ◽  
pp. 8-23 ◽  
Author(s):  
Froma P. Roth ◽  
Nancy J. Spekman

Spontaneously generated oral stories were obtained from 93 learning-disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0–9:11, 10:0–11:ll, and 12:0–13:11 age levels. The stories were analyzed using an adapted version of Stein and Glenn's (1979) story grammar. The results showed significant group and age differences. The stories told by the LD subjects contained fewer propositions and complete episodes and contained significantly fewer Minor Setting statements than those of their NA peers. Within an episode, the LD subjects were less likely to include Response, Attempt, and Plan statements than the NA counterparts. Group differences were also found in the area of interepisode relations. The major age-related findings were an increased occurrence of complete episodes and a greater frequency of embedded episodes as a function of increasing age. Findings are discussed with regard to the development of oral narration abilities. Explanations are offered to account for the storytelling deficits exhibited by the LD subjects.

1980 ◽  
Vol 3 (4) ◽  
pp. 54-61 ◽  
Author(s):  
D. Kim Reid ◽  
Wayne P. Hresko

The purpose of this research was to investigate the developmental and group differences in learning disabled and normally achieving children on measures of oral and written language. Sixty five-, six-, and seven-year-old learning disabled children and the same number of normally achieving children were administered the Test of Early Reading Ability (Reid, Hresko, & Hammill, 1981) and the Test of Early Language Development (Hresko, Reid, & Hammill, 1981). Multivariate and univariate analyses of variance indicated significant group differences with normally achieving children scoring higher, and significant age differences with older children scoring higher. Further, significant and substantial correlations were found between the two measures for all groups except the normally achieving six-year-olds. The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. The educational implications suggest that the instruction of oral and written language should be approached in an integrated manner, and that teachers should strive to understand what abilities children bring to school before beginning instruction.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Diana S. Cortes ◽  
Christina Tornberg ◽  
Tanja Bänziger ◽  
Hillary Anger Elfenbein ◽  
Håkan Fischer ◽  
...  

AbstractAge-related differences in emotion recognition have predominantly been investigated using static pictures of facial expressions, and positive emotions beyond happiness have rarely been included. The current study instead used dynamic facial and vocal stimuli, and included a wider than usual range of positive emotions. In Task 1, younger and older adults were tested for their abilities to recognize 12 emotions from brief video recordings presented in visual, auditory, and multimodal blocks. Task 2 assessed recognition of 18 emotions conveyed by non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Results from both tasks showed that younger adults had significantly higher overall recognition rates than older adults. In Task 1, significant group differences (younger > older) were only observed for the auditory block (across all emotions), and for expressions of anger, irritation, and relief (across all presentation blocks). In Task 2, significant group differences were observed for 6 out of 9 positive, and 8 out of 9 negative emotions. Overall, results indicate that recognition of both positive and negative emotions show age-related differences. This suggests that the age-related positivity effect in emotion recognition may become less evident when dynamic emotional stimuli are used and happiness is not the only positive emotion under study.


Author(s):  
Sara J. Czaja ◽  
Joseph Sharit

Findings from research examining age and computer task performance indicate that older people perform less well than younger people on these types of tasks. The present study examined whether age-related performance differences are maintained with task experience. To address this issue one hundred and ten subjects, ranging in age from 20—75 yrs., performed a data entry task over a three day period. The task represented a simulation of a real world job. The data indicated significant age differences in work output (amount of data entered). Further, although there were significant improvements in performance with increased task experience across subjects, age group differences were maintained over time. With respect to errors there were no age effects and there was a significant reduction in errors across the three days. However, the pattern of change varied across age groups. These results are consistent with other studies which suggest that experience does not compensate for age effects for tasks which emphasize speed of processing.


2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S199-S199
Author(s):  
Yi Wang ◽  
Cheng-cheng Pu ◽  
Yi-jing Zhang ◽  
Xin-lu Cai ◽  
Yun-si Liang ◽  
...  

Abstract Background Cerebellum is not only responsible for motor functions but is also involving in cognitive and emotional processes (Strick et al. 2009). Recent advances in imaging technologies allow us to examine the cerebellum in a much more systematic way including functional parcellations of cerebellum (e.g. 7-Network parcellation based on the resting state functional connectivity, Buckner et al., 2011; and task-based functional parcellation, King et al., 2019). These functional parcellations further uncover the important roles of cerebellum in non-motor functions. In the past two decades, altered cerebellar structure and function have been observed in schizophrenia patients, with the anterior (lobules III-V) and the posterior cerebellum (lobules VI, VIIa, Crus I, and Crus II, VIII) as regions commonly reported (Bernard & Mittal 2015). Using the 7-Network task-free parcellation, a recent multisite mega-analysis reported that patients with schizophrenia exhibited robust grey matter reduction in cerebellum (Moberget et al., 2018). The present study aimed to examine the cerebellar grey matter volumes in schizophrenia patients using anatomical, task-free connectivity-based and task-based functional parcellations. We also explored how the cerebellar volumes changes along with age in schizophrenia patients and healthy controls. Methods Twenty-nine patients with schizophrenia (SCZ, mean age = 22.0±2.5 years) and 55 healthy controls (HC, mean age = 23.5±3.6 years) were recruited to undertake structural magnetic resonance imaging (MRI) brain scan on a GE 750 scanner. Cerebellar volumes were measured by a high-resolution Spatially Unbiased Infratentorial (SUIT) toolbox (Diedrichsen, 2006). Regional cerebellar grey matter volumes were calculated for each participant based on anatomical (SUIT atlas) and functional atlases (7 regions of task-free parcellation; 10 regions of task-based parcellation) of the cerebellum. The group comparisons on regional cerebellar volumes were conducted in SPSS v19.0, taking total ICV as a covariate. The correlations between age and cerebellar volumes of those regions showing significant group differences were conducted. The significance threshold was set at p < 0.05. Results Regarding the anatomical atlas, SCZ patients exhibited reduced grey matter volumes of the superior posterior cerebellum, mainly in lobules Crus II, VIIb and VIIIa. Regarding the task-free parcellation, SCZ patients exhibited smaller volumes in cerebellar regions showing functional connectivity with frontoparietal network and default mode network. Regarding the task-based parcellation, smaller volumes of cerebellar regions that activated during verbal fluency task (ROI9) was observed in SCZ patients. Correlation analyses between age and cerebellar volumes of those regions with significant group differences further reported negative correlations between age and lobule Crus II in both SCZ patients and HC (SCZ: r = -0.44, p < 0.05; HC: r = -0.43, p = 0.001). Moreover, negative correlations between age and cerebellar regions showing functional connectivity with frontoparietal network was observed in HC only (r = -0.30, p < 0.05), whereas negative correlations between age and lobules VIIb (r = -0.48, p < 0.01), VIIIa (r = -0.39, p < 0.05) and ROI9 of task-based atlas (r = -0.43, p < 0.05) were observed in SCZ patients. Discussion Our findings showed reduced cerebellar grey matter volumes and the abnormal age-related changes of cerebellum in SCZ patients, especially in the regions related to frontoparietal network and cognitive function. These findings may highlight an important role of cerebellum underlying the mechanisms of cognitive dysfunction in mental disorders.


2015 ◽  
Vol 20 (1) ◽  
pp. 69-79 ◽  
Author(s):  
NIENKE HOUTZAGER ◽  
WANDER LOWIE ◽  
SIMONE SPRENGER ◽  
KEES DE BOT

This study investigated whether lifelong bilingualism can be associated with enhanced executive control, particularly mental flexibility, and with a modulation of an age-related decline in these functions. We compared performance of middle-aged and elderly speakers of German and bilingual speakers of Dutch and Frisian in a cued task-switching paradigm. All bilinguals were fluent in the same, closely-related language pairs. Bilinguals incurred significantly lower switching costs than monolinguals, and elderly bilinguals were less affected by an age-related increase in switching costs than monolinguals. Bilinguals did not differ from monolinguals in the size of the mixing costs. Our findings suggest that lifelong bilingualism correlates with enhanced ability to shift between mental sets, as well as increased resistance to proactive interference. The fact that we found significant group differences – while some previous studies did not – may be attributable to the choice of our task and to the cognateness of the languages involved.


2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607


2002 ◽  
Vol 61 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Andreas Schick

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.


2021 ◽  
pp. 1-7
Author(s):  
Dylan J. Terstege ◽  
Debra S. MacDonald ◽  
R. Andrew Tasker

Abstract Objective: Ginsenosides, biologically active components of the root of Panax ginseng, have been reported to have therapeutic benefits in a number of disease states including psychiatric conditions such as major depressive disorder. Our objective was to determine if a standardised commercial ginseng extract, G115®, could reduce the signs of behavioural despair commonly observed in animal models of depression either alone or in combination with the selective serotonin reuptake inhibitor (SSRI) fluoxetine. Methods: Male Sprague-Dawley (SD) rats (N = 51) were divided into four groups: vehicle control, G115® ginseng root extract, fluoxetine and fluoxetine plus G115®. Rats were trained to voluntarily consume treatments twice daily for 14 days and were then tested in an open field (OF), elevated plus maze (EPM) and forced swim test (FST). Post-mortem hippocampal and prefrontal cortex tissue was analysed for expression of brain-derived neurotrophic factor (BDNF) and tropomyosin receptor kinase B (TrkB) by western blot. Results: One-way Analysis of Variance revealed no significant group differences in the OF or plus-maze performance on any variable examined. In the FST, fluoxetine significantly reduced immobility time and increased latency to immobility. The effects of fluoxetine were further significantly potentiated by co-administration of G115®. Post-mortem tissue analysis revealed significant group differences in BDNF expression in the left hippocampus and left prefrontal cortex without any accompanying changes in TrkB expression. Conclusions: We conclude that oral G115® significantly potentiates the antidepressant-like effect of fluoxetine in the FST in the absence of potentially confounding effects on locomotion and anxiety.


2021 ◽  
Vol 11 (5) ◽  
pp. 524
Author(s):  
Amy Goodwin ◽  
Alexandra Hendry ◽  
Luke Mason ◽  
Tessel Bazelmans ◽  
Jannath Begum Ali ◽  
...  

Mapping infant neurocognitive differences that precede later ADHD-related behaviours is critical for designing early interventions. In this study, we investigated (1) group differences in a battery of measures assessing aspects of attention and activity level in infants with and without a family history of ADHD or related conditions (ASD), and (2) longitudinal associations between the infant measures and preschool ADHD traits at 3 years. Participants (N = 151) were infants with or without an elevated likelihood for ADHD (due to a family history of ADHD and/or ASD). A multi-method assessment protocol was used to assess infant attention and activity level at 10 months of age that included behavioural, cognitive, physiological and neural measures. Preschool ADHD traits were measured at 3 years of age using the Child Behaviour Checklist (CBCL) and the Child Behaviour Questionnaire (CBQ). Across a broad range of measures, we found no significant group differences in attention or activity level at 10 months between infants with and without a family history of ADHD or ASD. However, parent and observer ratings of infant activity level at 10 months were positively associated with later preschool ADHD traits at 3 years. Observable behavioural differences in activity level (but not attention) may be apparent from infancy in children who later develop elevated preschool ADHD traits.


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