Verbal Learning: Learning to respond verbally to a verbal stimulus cue.Neuropsychological Tests: Tests designed to assess neurological function associated with certain behaviors. They are used in diagnosing brain dysfunction or damage and central nervous system disorders or injury.Verbal Behavior: Includes both producing and responding to words, either written or spoken.Memory Disorders: Disturbances in registering an impression, in the retention of an acquired impression, or in the recall of an impression. Memory impairments are associated with DEMENTIA; CRANIOCEREBRAL TRAUMA; ENCEPHALITIS; ALCOHOLISM (see also ALCOHOL AMNESTIC DISORDER); SCHIZOPHRENIA; and other conditions.Memory: Complex mental function having four distinct phases: (1) memorizing or learning, (2) retention, (3) recall, and (4) recognition. Clinically, it is usually subdivided into immediate, recent, and remote memory.Cognition Disorders: Disturbances in mental processes related to learning, thinking, reasoning, and judgment.Cognition: Intellectual or mental process whereby an organism obtains knowledge.Mental Recall: The process whereby a representation of past experience is elicited.Learning Disorders: Conditions characterized by a significant discrepancy between an individual's perceived level of intellect and their ability to acquire new language and other cognitive skills. These disorders may result from organic or psychological conditions. Relatively common subtypes include DYSLEXIA, DYSCALCULIA, and DYSGRAPHIA.Executive Function: A set of cognitive functions that controls complex, goal-directed thought and behavior. Executive function involves multiple domains, such as CONCEPT FORMATION, goal management, cognitive flexibility, INHIBITION control, and WORKING MEMORY. Impaired executive function is seen in a range of disorders, e.g., SCHIZOPHRENIA; and ADHD.Wechsler Scales: Tests designed to measure intellectual functioning in children and adults.Maze Learning: Learning the correct route through a maze to obtain reinforcement. It is used for human or animal populations. (Thesaurus of Psychological Index Terms, 6th ed)Retention (Psychology): The persistence to perform a learned behavior (facts or experiences) after an interval has elapsed in which there has been no performance or practice of the behavior.Psychomotor Performance: The coordination of a sensory or ideational (cognitive) process and a motor activity.Problem-Based Learning: Instructional use of examples or cases to teach using problem-solving skills and critical thinking.Word Association Tests: Lists of words to which individuals are asked to respond ascertaining the conceptual meaning held by the individual.Attention: Focusing on certain aspects of current experience to the exclusion of others. It is the act of heeding or taking notice or concentrating.Memory, Short-Term: Remembrance of information for a few seconds to hours.Schizophrenia: A severe emotional disorder of psychotic depth characteristically marked by a retreat from reality with delusion formation, HALLUCINATIONS, emotional disharmony, and regressive behavior.Problem Solving: A learning situation involving more than one alternative from which a selection is made in order to attain a specific goal.Mental Status Schedule: Standardized clinical interview used to assess current psychopathology by scaling patient responses to the questions.Discrimination Learning: Learning that is manifested in the ability to respond differentially to various stimuli.Mild Cognitive Impairment: A prodromal phase of cognitive decline that may precede the emergence of ALZHEIMER DISEASE and other dementias. It may include impairment of cognition, such as impairments in language, visuospatial awareness, ATTENTION and MEMORY.Avoidance Learning: A response to a cue that is instrumental in avoiding a noxious experience.Intelligence: The ability to learn and to deal with new situations and to deal effectively with tasks involving abstractions.Analysis of Variance: A statistical technique that isolates and assesses the contributions of categorical independent variables to variation in the mean of a continuous dependent variable.Schizophrenic Psychology: Study of mental processes and behavior of schizophrenics.Schizotypal Personality Disorder: A personality disorder in which there are oddities of thought (magical thinking, paranoid ideation, suspiciousness), perception (illusions, depersonalization), speech (digressive, vague, overelaborate), and behavior (inappropriate affect in social interactions, frequently social isolation) that are not severe enough to characterize schizophrenia.Reversal Learning: Any situation where an animal or human is trained to respond differentially to two stimuli (e.g., approach and avoidance) under reward and punishment conditions and subsequently trained under reversed reward values (i.e., the approach which was previously rewarded is punished and vice versa).Magnetic Resonance Imaging: Non-invasive method of demonstrating internal anatomy based on the principle that atomic nuclei in a strong magnetic field absorb pulses of radiofrequency energy and emit them as radiowaves which can be reconstructed into computerized images. The concept includes proton spin tomographic techniques.Intelligence Tests: Standardized tests that measure the present general ability or aptitude for intellectual performance.Serial Learning: Learning to make a series of responses in exact order.Memory, Episodic: Type of declarative memory, consisting of personal memory in contrast to general knowledge.Learning: Relatively permanent change in behavior that is the result of past experience or practice. The concept includes the acquisition of knowledge.Psychometrics: Assessment of psychological variables by the application of mathematical procedures.Amnesia: Pathologic partial or complete loss of the ability to recall past experiences (AMNESIA, RETROGRADE) or to form new memories (AMNESIA, ANTEROGRADE). This condition may be of organic or psychologic origin. Organic forms of amnesia are usually associated with dysfunction of the DIENCEPHALON or HIPPOCAMPUS. (From Adams et al., Principles of Neurology, 6th ed, pp426-7)Psychiatric Status Rating Scales: Standardized procedures utilizing rating scales or interview schedules carried out by health personnel for evaluating the degree of mental illness.Brain: The part of CENTRAL NERVOUS SYSTEM that is contained within the skull (CRANIUM). Arising from the NEURAL TUBE, the embryonic brain is comprised of three major parts including PROSENCEPHALON (the forebrain); MESENCEPHALON (the midbrain); and RHOMBENCEPHALON (the hindbrain). The developed brain consists of CEREBRUM; CEREBELLUM; and other structures in the BRAIN STEM.Reaction Time: The time from the onset of a stimulus until a response is observed.Reproducibility of Results: The statistical reproducibility of measurements (often in a clinical context), including the testing of instrumentation or techniques to obtain reproducible results. The concept includes reproducibility of physiological measurements, which may be used to develop rules to assess probability or prognosis, or response to a stimulus; reproducibility of occurrence of a condition; and reproducibility of experimental results.Psychotic Disorders: Disorders in which there is a loss of ego boundaries or a gross impairment in reality testing with delusions or prominent hallucinations. (From DSM-IV, 1994)Hippocampus: A curved elevation of GRAY MATTER extending the entire length of the floor of the TEMPORAL HORN of the LATERAL VENTRICLE (see also TEMPORAL LOBE). The hippocampus proper, subiculum, and DENTATE GYRUS constitute the hippocampal formation. Sometimes authors include the ENTORHINAL CORTEX in the hippocampal formation.Alzheimer Disease: A degenerative disease of the BRAIN characterized by the insidious onset of DEMENTIA. Impairment of MEMORY, judgment, attention span, and problem solving skills are followed by severe APRAXIAS and a global loss of cognitive abilities. The condition primarily occurs after age 60, and is marked pathologically by severe cortical atrophy and the triad of SENILE PLAQUES; NEUROFIBRILLARY TANGLES; and NEUROPIL THREADS. (From Adams et al., Principles of Neurology, 6th ed, pp1049-57)Reference Values: The range or frequency distribution of a measurement in a population (of organisms, organs or things) that has not been selected for the presence of disease or abnormality.Marijuana Abuse: The excessive use of marijuana with associated psychological symptoms and impairment in social or occupational functioning.Brain Mapping: Imaging techniques used to colocalize sites of brain functions or physiological activity with brain structures.Aging: The gradual irreversible changes in structure and function of an organism that occur as a result of the passage of time.Auditory Perception: The process whereby auditory stimuli are selected, organized, and interpreted by the organism.Longitudinal Studies: Studies in which variables relating to an individual or group of individuals are assessed over a period of time.Acoustic Stimulation: Use of sound to elicit a response in the nervous system.Bipolar Disorder: A major affective disorder marked by severe mood swings (manic or major depressive episodes) and a tendency to remission and recurrence.Dementia: An acquired organic mental disorder with loss of intellectual abilities of sufficient severity to interfere with social or occupational functioning. The dysfunction is multifaceted and involves memory, behavior, personality, judgment, attention, spatial relations, language, abstract thought, and other executive functions. The intellectual decline is usually progressive, and initially spares the level of consciousness.Educational Status: Educational attainment or level of education of individuals.Teaching: The educational process of instructing.Probability Learning: Usually refers to the use of mathematical models in the prediction of learning to perform tasks based on the theory of probability applied to responses; it may also refer to the frequency of occurrence of the responses observed in the particular study.Case-Control Studies: Studies which start with the identification of persons with a disease of interest and a control (comparison, referent) group without the disease. The relationship of an attribute to the disease is examined by comparing diseased and non-diseased persons with regard to the frequency or levels of the attribute in each group.Reinforcement, Verbal: Use of word stimulus to strengthen a response during learning.Apolipoprotein E4: A major and the second most common isoform of apolipoprotein E. In humans, Apo E4 differs from APOLIPOPROTEIN E3 at only one residue 112 (cysteine is replaced by arginine), and exhibits a lower resistance to denaturation and greater propensity to form folded intermediates. Apo E4 is a risk factor for ALZHEIMER DISEASE and CARDIOVASCULAR DISEASES.Speech: Communication through a system of conventional vocal symbols.Age Factors: Age as a constituent element or influence contributing to the production of a result. It may be applicable to the cause or the effect of a circumstance. It is used with human or animal concepts but should be differentiated from AGING, a physiological process, and TIME FACTORS which refers only to the passage of time.Severity of Illness Index: Levels within a diagnostic group which are established by various measurement criteria applied to the seriousness of a patient's disorder.Motor Skills: Performance of complex motor acts.Conditioning, Classical: Learning that takes place when a conditioned stimulus is paired with an unconditioned stimulus.Vocabulary: The sum or the stock of words used by a language, a group, or an individual. (From Webster, 3d ed)Transfer (Psychology): Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).Paired-Associate Learning: Learning in which the subject must respond with one word or syllable when presented with another word or syllable.Image Processing, Computer-Assisted: A technique of inputting two-dimensional images into a computer and then enhancing or analyzing the imagery into a form that is more useful to the human observer.Time Factors: Elements of limited time intervals, contributing to particular results or situations.Pilot Projects: Small-scale tests of methods and procedures to be used on a larger scale if the pilot study demonstrates that these methods and procedures can work.Artificial Intelligence: Theory and development of COMPUTER SYSTEMS which perform tasks that normally require human intelligence. Such tasks may include speech recognition, LEARNING; VISUAL PERCEPTION; MATHEMATICAL COMPUTING; reasoning, PROBLEM SOLVING, DECISION-MAKING, and translation of language.Atrophy: Decrease in the size of a cell, tissue, organ, or multiple organs, associated with a variety of pathological conditions such as abnormal cellular changes, ischemia, malnutrition, or hormonal changes.Parkinson Disease: A progressive, degenerative neurologic disease characterized by a TREMOR that is maximal at rest, retropulsion (i.e. a tendency to fall backwards), rigidity, stooped posture, slowness of voluntary movements, and a masklike facial expression. Pathologic features include loss of melanin containing neurons in the substantia nigra and other pigmented nuclei of the brainstem. LEWY BODIES are present in the substantia nigra and locus coeruleus but may also be found in a related condition (LEWY BODY DISEASE, DIFFUSE) characterized by dementia in combination with varying degrees of parkinsonism. (Adams et al., Principles of Neurology, 6th ed, p1059, pp1067-75)Practice (Psychology): Performance of an act one or more times, with a view to its fixation or improvement; any performance of an act or behavior that leads to learning.Educational Measurement: The assessing of academic or educational achievement. It includes all aspects of testing and test construction.Neuronal Plasticity: The capacity of the NERVOUS SYSTEM to change its reactivity as the result of successive activations.Conditioning (Psychology): A general term referring to the learning of some particular response.Generalization (Psychology): The phenomenon of an organism's responding to all situations similar to one in which it has been conditioned.Language Tests: Tests designed to assess language behavior and abilities. They include tests of vocabulary, comprehension, grammar and functional use of language, e.g., Development Sentence Scoring, Receptive-Expressive Emergent Language Scale, Parsons Language Sample, Utah Test of Language Development, Michigan Language Inventory and Verbal Language Development Scale, Illinois Test of Psycholinguistic Abilities, Northwestern Syntax Screening Test, Peabody Picture Vocabulary Test, Ammons Full-Range Picture Vocabulary Test, and Assessment of Children's Language Comprehension.Spatial Behavior: Reactions of an individual or groups of individuals with relation to the immediate surrounding area including the animate or inanimate objects within that area.Language: A verbal or nonverbal means of communicating ideas or feelings.Behavior, Animal: The observable response an animal makes to any situation.Follow-Up Studies: Studies in which individuals or populations are followed to assess the outcome of exposures, procedures, or effects of a characteristic, e.g., occurrence of disease.Linear Models: Statistical models in which the value of a parameter for a given value of a factor is assumed to be equal to a + bx, where a and b are constants. The models predict a linear regression.Computer-Assisted Instruction: A self-learning technique, usually online, involving interaction of the student with programmed instructional materials.Cues: Signals for an action; that specific portion of a perceptual field or pattern of stimuli to which a subject has learned to respond.Double-Blind Method: A method of studying a drug or procedure in which both the subjects and investigators are kept unaware of who is actually getting which specific treatment.Predictive Value of Tests: In screening and diagnostic tests, the probability that a person with a positive test is a true positive (i.e., has the disease), is referred to as the predictive value of a positive test; whereas, the predictive value of a negative test is the probability that the person with a negative test does not have the disease. Predictive value is related to the sensitivity and specificity of the test.Language Development: The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.Regression Analysis: Procedures for finding the mathematical function which best describes the relationship between a dependent variable and one or more independent variables. In linear regression (see LINEAR MODELS) the relationship is constrained to be a straight line and LEAST-SQUARES ANALYSIS is used to determine the best fit. In logistic regression (see LOGISTIC MODELS) the dependent variable is qualitative rather than continuously variable and LIKELIHOOD FUNCTIONS are used to find the best relationship. In multiple regression, the dependent variable is considered to depend on more than a single independent variable.Nonverbal Communication: Transmission of emotions, ideas, and attitudes between individuals in ways other than the spoken language.Photic Stimulation: Investigative technique commonly used during ELECTROENCEPHALOGRAPHY in which a series of bright light flashes or visual patterns are used to elicit brain activity.Space Perception: The awareness of the spatial properties of objects; includes physical space.Curriculum: A course of study offered by an educational institution.Visual Perception: The selecting and organizing of visual stimuli based on the individual's past experience.Reinforcement (Psychology): The strengthening of a conditioned response.Prospective Studies: Observation of a population for a sufficient number of persons over a sufficient number of years to generate incidence or mortality rates subsequent to the selection of the study group.Depression: Depressive states usually of moderate intensity in contrast with major depression present in neurotic and psychotic disorders.Fear: The affective response to an actual current external danger which subsides with the elimination of the threatening condition.Cohort Studies: Studies in which subsets of a defined population are identified. These groups may or may not be exposed to factors hypothesized to influence the probability of the occurrence of a particular disease or other outcome. Cohorts are defined populations which, as a whole, are followed in an attempt to determine distinguishing subgroup characteristics.Feedback, Psychological: A mechanism of information stimulus and response that may control subsequent behavior, cognition, perception, or performance. (From APA Thesaurus of Psychological Index Terms, 8th ed.)Semantics: The relationships between symbols and their meanings.Thinking: Mental activity, not predominantly perceptual, by which one apprehends some aspect of an object or situation based on past learning and experience.Models, Educational: Theoretical models which propose methods of learning or teaching as a basis or adjunct to changes in attitude or behavior. These educational interventions are usually applied in the fields of health and patient education but are not restricted to patient care.Concept Formation: A cognitive process involving the formation of ideas generalized from the knowledge of qualities, aspects, and relations of objects.Task Performance and Analysis: The detailed examination of observable activity or behavior associated with the execution or completion of a required function or unit of work.Physiology: The biological science concerned with the life-supporting properties, functions, and processes of living organisms or their parts.Education, Medical, Undergraduate: The period of medical education in a medical school. In the United States it follows the baccalaureate degree and precedes the granting of the M.D.Autopsy: Postmortem examination of the body.Frontal Lobe: The part of the cerebral hemisphere anterior to the central sulcus, and anterior and superior to the lateral sulcus.Functional Laterality: Behavioral manifestations of cerebral dominance in which there is preferential use and superior functioning of either the left or the right side, as in the preferred use of the right hand or right foot.Imitative Behavior: The mimicking of the behavior of one individual by another.Students, Medical: Individuals enrolled in a school of medicine or a formal educational program in medicine.Reward: An object or a situation that can serve to reinforce a response, to satisfy a motive, or to afford pleasure.Education, Distance: Education via communication media (correspondence, radio, television, computer networks) with little or no in-person face-to-face contact between students and teachers. (ERIC Thesaurus, 1997)Clinical Competence: The capability to perform acceptably those duties directly related to patient care.Treatment Outcome: Evaluation undertaken to assess the results or consequences of management and procedures used in combating disease in order to determine the efficacy, effectiveness, safety, and practicability of these interventions in individual cases or series.Pattern Recognition, Visual: Mental process to visually perceive a critical number of facts (the pattern), such as characters, shapes, displays, or designs.Child Language: The language and sounds expressed by a child at a particular maturational stage in development.Temporal Lobe: Lower lateral part of the cerebral hemisphere responsible for auditory, olfactory, and semantic processing. It is located inferior to the lateral fissure and anterior to the OCCIPITAL LOBE.Algorithms: A procedure consisting of a sequence of algebraic formulas and/or logical steps to calculate or determine a given task.Speech Perception: The process whereby an utterance is decoded into a representation in terms of linguistic units (sequences of phonetic segments which combine to form lexical and grammatical morphemes).

Episodic retrieval activates the precuneus irrespective of the imagery content of word pair associates. A PET study. (1/948)

The aim of this study was to evaluate further the role of the precuneus in episodic memory retrieval. The specific hypothesis addressed was that the precuneus is involved in episodic memory retrieval irrespective of the imagery content. Two groups of six right-handed normal male volunteers took part in the study. Each subject underwent six [15O]butanol-PET scans. In each of the six trials, the memory task began with the injection of a bolus of 1500 MBq of [15O]butanol. For Group 1, 12 word pair associates were presented visually, for Group 2 auditorily. The subjects of each group had to learn and retrieve two sets of 12 word pairs each. One set consisted of highly imaginable words and another one of abstract words. Words of both sets were not related semantically, representing 'hard' associations. The presentations of nonsense words served as reference conditions. We demonstrate that the precuneus shows consistent activation during episodic memory retrieval. Precuneus activation occurred in visual and auditory presentation modalities and for both highly imaginable and abstract words. The present study therefore provides further evidence that the precuneus has a specific function in episodic memory retrieval as a multimodal association area.  (+info)

Language outcome following multiple subpial transection for Landau-Kleffner syndrome. (2/948)

Landau-Kleffner syndrome is an acquired epileptic aphasia occurring in normal children who lose previously acquired speech and language abilities. Although some children recover some of these abilities, many children with Landau-Kleffner syndrome have significant language impairments that persist. Multiple subpial transection is a surgical technique that has been proposed as an appropriate treatment for Landau-Kleffner syndrome in that it is designed to eliminate the capacity of cortical tissue to generate seizures or subclinical epileptiform activity, while preserving the cortical functions subserved by that tissue. We report on the speech and language outcome of 14 children who underwent multiple subpial transection for treatment of Landau-Kleffner syndrome. Eleven children demonstrated significant postoperative improvement on measures of receptive or expressive vocabulary. Results indicate that early diagnosis and treatment optimize outcome, and that gains in language function are most likely to be seen years, rather than months, after surgery. Since an appropriate control group was not available, and that the best predictor of postoperative improvements in language function was that of length of time since surgery, these data might best be used as a benchmark against other Landau-Kleffner syndrome outcome studies. We conclude that multiple subpial transection may be useful in allowing for a restoration of speech and language abilities in children diagnosed with Landau-Kleffner syndrome.  (+info)

Infants' learning about words and sounds in relation to objects. (3/948)

In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1-year-olds' learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13-month-olds were introduced to either a novel word or a novel sound-producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby's memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen-month-olds learned both the word-object and sound-object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13-month-olds, but not 20-month-olds, learned a new sound-object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development.  (+info)

Cognitive deficits in spinocerebellar ataxia 2. (4/948)

This is one of the first studies assessing the pattern of cognitive impairment in spinocerebellar ataxia 2 (SCA2). Cognitive function was studied in 17 patients with genetically confirmed SCA2 and 15 age- and IQ- matched controls using a neuropsychological test battery comprising tests for IQ, attention, verbal and visuospatial memory, as well as executive functions. Twenty-five percent of the SCA2 subjects showed evidence of dementia. Even in non-demented SCA2 subjects, there was evidence of verbal memory and executive dysfunction. Tests of visuospatial memory and attention were not significantly impaired in the non-demented group compared with controls. There was no relationship between test performance and motor disability, repeat length or age of onset, while disease duration was shown to be inversely correlated with two tests reflecting the progression of cognitive deficits during the course of the disease. Intellectual impairment should therefore not be interpreted as a secondary effect of progressive motor disability, but represents an important and independent part of the SCA2 phenotype.  (+info)

Learning-related neuronal responses in prefrontal cortex studied with functional neuroimaging. (5/948)

We assessed time-dependent neuronal activity accompanying learning using functional magnetic resonance imaging (fMRI). An artificial grammar learning paradigm enabled us to dissociate activations associated with individual item learning from those involved in learning the underlying grammar system. We show that a localized region of right prefrontal cortex (PFC) is preferentially sensitive to individual item learning during the early stages of the experiment, while the left PFC region is sensitive to grammar learning which occurred across the entire course of the experiment. In addition to dissociating these two types of learning, we were able to characterize the effect of rule acquisition on neuronal responses associated with explicit learning of individual items. This effect was expressed as modulation of the time-dependent right PFC activations such that the early increase in activation associated with item learning was attenuated as the experiment progressed. In a further analysis we used structural equation modelling to explore time-dependent changes in inter-regional connectivity as a function of both item and grammar rule learning. Although there were no significant effects of item learning on the measured path strengths, rule learning was associated with a decrease in right fronto-parietal connectivity and an increase in connectivity between left and right PFC. Further fronto-parietal path strengths were observed to change, with an increase in left fronto-parietal and a decrease in right fronto-parietal connectivity path strength from right PFC to left parietal cortex. We interpret our findings in terms of a left frontal system mediating the semantic analysis of study items and directly influencing a right fronto-parietal system associated with episodic memory retrieval.  (+info)

A comparison of language achievement in children with cochlear implants and children using hearing aids. (6/948)

English language achievement of 29 prelingually deaf children with 3 or more years of cochlear implant (CI) experience was compared to the achievement levels of prelingually deaf children who did not have such CI experience. Language achievement was measured by the Rhode Island Test of Language Structure (RITLS), a measure of signed and spoken sentence comprehension, and the Index of Productive Syntax (IPSyn), a measure of expressive (signed and spoken) English grammar. When the CI users were compared with their deaf age mates who contributed to the norms of the RITLS, it was found that CI users achieved significantly better scores. Likewise, we found that CI users performed better than 29 deaf children who used hearing aids (HAs) with respect to English grammar achievement as indexed by the IPSyn. Additionally, we found that chronological age highly correlated with IPSyn levels only among the non-CI users, whereas length of CI experience was significantly correlated with IPSyn scores for CI users. Finally, clear differences between those with and without CI experience were found by 2 years of post-implant experience. These data provide evidence that children who receive CIs benefit in the form of improved English language comprehension and production.  (+info)

Direct comparison of the neural substrates of recognition memory for words and faces. (7/948)

For the purpose of identifying the relatively specific brain regions related to word and face recognition memory on the one hand and the regions common to both on the other, regional cerebral blood flow associated with different cognitive tasks for recognition memory was examined using [H215O]PET in healthy volunteers. The tasks consisted of recognizing two types of stimuli (faces and words) in two conditions (novel and familiar), and two baseline tasks (reading words and gender classification). The statistical analyses used to identify the specific regions consisted of three subtractions: novel words minus novel faces, familiar words minus familiar faces, and reading words minus gender classification. These analyses revealed relative differences in the brain circuitry used for recognizing words and for recognizing faces within a defined level of familiarity. In order to find the regions common to both face and word recognition, overlapping areas in four subtractions (novel words minus reading words, novel faces minus gender classification, familiar words minus reading words, and familiar faces minus gender classification) were identified. The results showed that the activation sites in word recognition tended to be lateralized to the left hemisphere and distributed as numerous small loci, and particularly included the posterior portion of the left middle and inferior temporal gyri. These regions may be related to lexical retrieval during written word recognition. In contrast, the activated regions for face recognition tended to be lateralized to the right hemisphere and located in a large aggregated area, including the right lingual and fusiform gyri. These findings suggest that strikingly different neural pathways are engaged during recognition memory for words and for faces, in which a critical role in discrimination is played by semantic cueing and perceptual loading, respectively. In addition, the investigation of the regions common to word and face recognition indicates that the anterior and posterior cingulate have dissociable functions in recognition memory that vary with familiarity, and that the cerebellum may serve as the co-ordinator of all four types of recognition memory processes.  (+info)

Isolating the contributions of familiarity and source information to item recognition: a time course analysis. (8/948)

Recognition memory may be mediated by the retrieval of distinct types of information, notably, a general assessment of familiarity and the recovery of specific source information. A response-signal speed-accuracy trade-off variant of an exclusion procedure was used to isolate the retrieval time course for familiarity and source information. In 2 experiments, participants studied spoken and read lists (with various numbers of presentations) and then performed an exclusion task, judging an item as old only if it was in the heard list. Dual-process fits of the time course data indicated that familiarity information typically is retrieved before source information. The implications that these data have for models of recognition, including dual-process and global memory models, are discussed.  (+info)

  • A computer administration and scoring system generates scores for every measure, graphs a learning curve, and provides learning parameters, response errors and interference effects. (
  • Mand is verbal behaviour under functional control of satiation or deprivation (that is, motivating operations) followed by characteristic reinforcement often specified by the response. (
  • A vocal response is controlled by a verbal stimulus that is not heard. (
  • these aggressive verbal attacks are very common,she says the most hateful things to these children.we are very concerned about there mental and physical well being,but we feel we are not being listened to,which is very frustrating when every word of what were trying to tell people is true. (
  • My friend was so sure of this that he was no longer disturbed by the verbal attacks. (
  • These sessions are designed to help teachers and school leaders implement the Learning Ally Audiobook Solution to create a more inclusive classroom for struggling readers. (
  • See the companion to this brief, Supporting and Supervising Teachers Working With Adults Learning English [Young, for more information about collaborative supervision. (
  • Verbal presentation at the Spanish Teachers' Association New Zealand Aotearoa (STANZA) Conference: Jornada de Profesores ELE, Auckland, New Zealand. (
  • These materials include a first-day orientation guide, lesson plans, and research-to-practice papers on English language and literacy learning. (
  • All 4 scenarios end with an opportunity for learners to reflect on their learning and decide what other course of action they might take if they are called to support a similar scenario in practice. (
  • It offers a framework to prepare, supervise and evaluate students' practice learning opportunities in a TECS environment. (
  • It aims to support creativity and innovation while providing a structure in the way TECS placements are offered to ensure patient safety and appropriate practice learning. (
  • For more information and to access the toolkit, visit the TECS Practice Learning Toolkit . (
  • This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. (
  • Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. (
  • These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. (
  • After a rigorous review of existing research, they learned that "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. (
  • committed to each student's success in learning within a caring, responsive, and safe environment that is free of discrimination, violence, and bullying. (
  • Differentiating for ELLs means accommodating three categories of our teaching: verbal, procedural, and instructional. (
  • A range of teaching and learning methods will be adopted with conventional lectures used to introduce topics in a structured manner. (
  • Some of the areas that a supervisor may focus on in an adult ESL language lesson are classroom management and organization, classroom interactions and student participation, student and teacher attitudes, use of resources and materials, language teaching techniques and methodologies, and evidence of language acquisition and learning (Stoller, 1996). (
  • It is intended that the e-learning and teaching materials within this programme are used together to support experienced mental health professionals to deliver a 2 day training session - 1 day e-learning and 1 day face to face training. (
  • Instead, the method of teaching has more to do with the learner's prior knowledge, not their "learning style. (
  • The item Aural habilitation : the foundations of verbal learning in hearing-impaired children, Daniel Ling and Agnes H. Ling represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries . (
  • Each scenario gives learners the opportunity to apply their knowledge from the e-learning programme to a real life scenario and enables learners to think about their clinical reasoning as the case unfolds. (
  • If you're looking for a meaningful and creative career, where you'll learn cutting-edge marketing strategies and tactics to kick-start your career, this might be the job you're looking for. (
  • 4) Search for a guide on absolute value and inequality problems and learn the techniques for attacking those questions. (
  • If you're looking for an opportunity to make an important contribution to the world, while learning cutting-edge digital marketing strategies, we'd like to hear from you! (
  • Learn to listen, mainly by truly wanting to hear what the speaker is saying (then don't interrupt, encourage elaboration). (
  • Facilitate - Understand that Learning Ally's professional learning modules are not presentations that are memorized and delivered exactly the same way every time. (
  • A new Technology Enabled Care Services (TECS) toolkit for students, educators and universities has been developed by Health Education England e-Learning for Healthcare (HEE e-LfH) and the University of Winchester. (
  • This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. (
  • SAT/ACT Preparation Part I will give you all the information you need to do well on the verbal questions of the ACT and the new SAT. The ACT verbal sections are called the Reading Test, the English Test, and the Science Test. (
  • Build and test prototypes with live data to quickly learn and iterate on designs. (
  • However, what is more problematic is that the popularity of the test encouraged the adoption of "type-based" learning. (