Ocular Breaks and Verbal Output

Sociometry ◽  
1977 ◽  
Vol 40 (1) ◽  
pp. 90 ◽  
Author(s):  
Donald E. Allen ◽  
Rebecca F. Guy
Keyword(s):  
Verbal Output

scholarly journals Representation of Grammatical Categories of Words in the Brain

1995 ◽  
Vol 7 (3) ◽  
pp. 396-407 ◽  
Author(s):  
Argye E. Hillis ◽  
Alfonso Caramazza
Keyword(s):  
Neural Mechanisms ◽  
Single Patient ◽  
Grammatical Category ◽  
Lexical Knowledge ◽  
Double Dissociation ◽  
Category Information ◽  
Orthographic Representations ◽  
Organizational Principle ◽  
The Brain ◽  
Verbal Output

We report the performance of a patient who, as a consequence of left frontal and temporoparietal strokes, makes far more errors on nouns than on verbs in spoken output tasks, but makes far more errors on verbs than on nouns in written input tasks. This double dissociation within a single patient with respect to grammatical category provides evidence for the hypothesis that phonological and orthographic representations of nouns and verbs are processed by independent neural mechanisms. Furthermore, the opposite dissociation in the verbal output modality, an advantage for nouns over verbs in spoken tasks, by a different patient using the same stimuli has also been reported (Caramazza & Hillis, 1991). This double dissociation across patients on the same task indicates that results cannot be ascribed to "greater difficulty" with one type of stimulus, and provides further evidence for the view that grammatical category information is an important organizational principle of lexical knowledge in the brain.

scholarly journals Interference between Low Information Verbal Output and a Cognitive Task

Nature ◽  
1969 ◽  
Vol 222 (5189) ◽  
pp. 196-196 ◽  
Author(s):  
M. HAMMERTON
Keyword(s):  
Cognitive Task ◽  
Verbal Output

EMBARRASSMENT IN DYADIC INTERACTION

1981 ◽  
Vol 9 (2) ◽  
pp. 171-177 ◽  
Author(s):  
Robert J. Edelmann ◽  
Sarah E. Hampson
Keyword(s):  
Coping Strategies ◽  
Nonverbal Behavior ◽  
Eye Contact ◽  
Body Motion ◽  
Dyadic Interaction ◽  
Control Group ◽  
Self Disclosure ◽  
Mutual Gaze ◽  
Naturalistic Setting ◽  
Verbal Output

The effect of embarrassment upon dyadic interaction was studied in a semi-naturalistic setting. Subject pairs participated in an alternating question and answer session at one of two interactional distances (1 or 2 in), utilizing questions which increased in their intimacy content. A control group who had only non-intimate questions was also investigated. It was found that topic intimacy, but not interactional distance affected the embarrassment potential of the situation. Increases in embarrassment caused typical changes in nonverbal behavior (decreased eye contact, increased gestural activity, and increased smiling) for both pair members while speaking and listening, and also an increase in speech disturbances. Also, as embarrassment increased mutual gaze decreased, whilst mutual disregard and reciprocated body motion increased; reciprocated looking and reciprocated smiling were not affected. Increases in embarrassment did not affect the amount of self-disclosure for each individual, although verbal output was suppressed relative to the control group. Significant reciprocation of self-disclosure occurred in less than one-third of the interacting pairs. The possibility of evolving coping strategies for embarrassment are discussed in the light of the results.

Disfluencies of Normally Speaking Two-Year-Old Children

1981 ◽  
Vol 24 (4) ◽  
pp. 490-495 ◽  
Author(s):  
Ehud Yairi
Keyword(s):  
Sex Differences ◽  
Individual Variability ◽  
Large Individual ◽  
Number Of Children ◽  
Verbal Output

The spontaneous verbal output of 33 2-year-old children was analyzed to identify disfluencies. The results showed large individual variability and no significant sex differences. A substantial number of children were disfluent only infrequently. Certain disfluency types not reported in previous studies of 2-year-olds were exhibited by the children. The most prominent disfluency element was repetition of short segments, one syllable or less.

Verbal output of first grade children

1968 ◽  
Vol 19 (3) ◽  
pp. 196-201
Author(s):  
John M. Bartholomy
Keyword(s):  
First Grade ◽  
Verbal Output

scholarly journals Number Processing Dissociations: Evidence from a Case of Dyscalculia

1998 ◽  
Vol 1 ◽  
pp. 18-31 ◽  
Author(s):  
Fernando Cuetos ◽  
Graciela Miera
Keyword(s):  
Goodness Of Fit ◽  
Number Processing ◽  
The Other ◽  
Chi Square ◽  
Numerical Processing ◽  
Goodness Of Fit Tests ◽  
Aphasic Patient ◽  
Tentative Explanation ◽  
Verbal Output

In this case study of an aphasic patient with difficulties in numerical processing, the patient responded to a series of linguistic and numerical tasks designed to assess efficiency levels in processing various linguistic components. In addition, the patient completed a series of transcoding tasks that were directed at isolating whether the problems were associated primarily with arabic numerals or with other modalities (spoken or written). Data were analyzed using chi-square goodness-of-fit tests. Statistically significant differences were obtained between spoken verbal and written verbal outputs and between arabic and spoken verbal outputs. Based upon an analysis of errors, it was tentatively concluded that the disorders were associated with two types of dissociation operating together, one between spoken verbal and written verbal outputs at the syntactical level and the other between lexical and syntactical components in the spoken verbal output. A revised model is proposed to provide a tentative explanation for these observations.

scholarly journals Do Cues Facilitate Retrieval of Verbs in Persons with Bilingual Aphasia?

2021 ◽  
pp. 13-21
Author(s):  
Girish K.S ◽  
Abhishek B.P ◽  
Deepak P
Keyword(s):  
Word Retrieval ◽  
Contextual Cues ◽  
Action Naming ◽  
Bilingual Aphasia ◽  
Verbal Output ◽  
Naming Test

Word retrieval difficulty is commonly seen in persons with aphasia. The cues would repair word retrieval difficulty. The effect of cues during verb retrieval was gauged via Action Naming Test (ANT) in Kannada and English languages in persons with aphasia (PWAs).  A total of eight persons with bilingual Aphasia (Broca's, conduction, and isolation type) were recruited for the study. The participants were expected to have a minimum quantum of verbal output were considered for the study. Specifically, the study used phonemic, semantic, and verbal contextual cues to assess verb retrieval abilities. The result of the study manifested that all participants of the study were able to perform better with phonemic cues followed by semantic and verbal contextual cues in both Kannada and English languages.

Effects of adult communication behaviors on language-impaired children's verbal output

1984 ◽  
Vol 5 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Rebecca Moellman-Landa ◽  
Lesley B. Olswang
Keyword(s):  
Sequential Analysis ◽  
Limited Effect ◽  
Communication Behaviors ◽  
Language Impaired ◽  
Lag Sequential Analysis ◽  
Utterance Length ◽  
Impaired Children ◽  
Verbal Output

ABSTRACTThe presence and effect of adult communication behaviors that reportedly facilitate children's verbal output were examined in clinician's and mothers' interaction with seven language-impaired children using a lag sequential analysis. Two language samples were collected from each child, one each by the clinician and mother of the child. Consecutive adult and child utterances were coded to identify adults' sharing of child's focus, child utterance length, adult utterance type, topic maintenance, lexical contingency, and time between utterances. Mothers were found to use facilitative communication behaviors more often than the children. Adults' ‘facilitative’ behaviors had limited effect on children's immediate output. Implications for assessing mothers' input to language-impaired children and eliciting language samples efficiently are discussed.

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