Verbal Regulation Research Articles

Neurocognitive function in adult residents of a mining district in Mexico after reducing manganese exposure: Follow-up after 11 years

BackgroundLittle is known about the neurotoxic effects of chronic exposure to airborne Mn once exposure has been reduced. The environmentally exposed and the reference adult populations evaluated in 2002 were followed, after an environmental management program (EMP) was implemented to reduce the exposure in a mining district in Mexico. ObjectiveThe aim of this study was to compare the association between exposure to Mn and neurocognitive performance in environmentally exposed and reference groups of adults before and after EMP implementation. MethodsIn 2013, the same battery of neurocognitive tests used in the initial study (2002) was applied to 58 adults exposed to airborne Mn and 30 adults from the reference community. A cumulative exposure index (CEI) was estimated for the study population before and after the EMP. Categorical outcomes were analyzed using logistic regression, and the resulting ORs were compared between studies. Continuous outcomes were analyzed using linear regression. All models were adjusted for age, years of education, socioeconomic status and blood lead levels. ResultsExposed adults from the post-EMP study showed an improvement in fine motor and verbal regulation of motor skills (OR < 1) compared to the exposed adults from the pre-EMP study (OR > 1). In both pre- and post-studies, the exposed adults showed a deterioration in their dynamic organization of motor activity compared to the reference group (p < 0.05); however, they showed no significant change in attention and working-memory performance. DiscussionAfter four years of a significant reduction in airborne Mn levels resulting from EMP implementation, chronically exposed adults showed an improvement in fine motor and verbal regulation of motor skills; however, the remaining areas of their motor and cognitive functions remained impaired.

Emotion-related regulation strategy use in preschool-age children who stutter

Purpose: Past findings indicate the quality and quantity of emotion regulation often differs between preschool-age children who stutter (CWS) and children who do not stutter (CWNS). The purpose of this study was to identify whether specific emotion-related regulatory strategy types differ between preschool-age CWS and CWNS during a temptation task. Methods: Participants were 13 CWS and 13 CWNS between 3;2 and 5;7 (years;months), matched for gender and age (+/- 6 months). Participants completed a Forbidden Toy paradigm, a resistance to temptation task, in which the children were asked to refrain from touching a toy. Types of emotion-related regulation, including (1) verbal regulation, (2) behavioral regulation, and (3) attentional regulation, were behaviorally coded during the temptation task. Results: A higher proportion of the CWNS (92%) failed to resist the temptation to touch the toy than CWS (48%). Additionally, a higher proportion of the CWS (23%), compared to CWNS (0%), presented with signs of distress, resulting in their task ending prematurely. Limited differences were detected in the types of emotion-related regulatory strategies used by CWS, or the frequency of those strategies. CWNS, compared to the CWS, used more approach-related behavioral strategies. Conclusions: Interpretations of these findings must be mitigated by the observation that a higher proportion of CWS than CWNS demonstrated distress during the paradigm, suggesting a need for further research into the interplay between emotional reactivity and emotion regulation for preschool-age CWS.

Music therapy intervention for memory, attention, and language in children with dyslalia.

Dyslalia is a language disorder that is present in a wide percentage of children. This work proposes an intervention protocol in music therapy to improve attention, memory, and language for children with the dyslalia disorder. A confirmatory mixed-method design composed of two studies was conducted: the first included a quantitative and pre-experimental design with a sample of 20 children aged between 5 and 8 years (Mage=6.45, SD=1.23) diagnosed with dyslalia. The second study used a qualitative confirmatory methodology, where participants’ parents and therapists participated. Wepman’s and the initial Luria pre- and post-tests measurements were applied. The results of the pre-experiment found statistically significant improvements in verbal regulation t(19)=-5.03, p=&lt;.001, d=.76, attention t(19)=-5.05, p=&lt;.001, d=.76, and memory t(19)=-2.88, p=.009, d=.55. In the qualitative phase, narratives were found that affirmed the positive results of the pre-experiment. Moreover, data surrounding the benefits of the music therapy intervention protocol in the improvement of cognitive processes and the relationship with previous literature that found positive results with this type of intervention are discussed.

Studies in the mentality of literates: 2. Conceptual structure, cognitive inhibition and verbal regulation of behavior

We studied cognitive inhibitory processes and verbal regulation of behavior of individuals with different levels of education (including adult illiterates) in Brazil (N = 136) and in Estonia (N = 560) with person-oriented methods of data analysis. Our aim was to discover whether dominant type of word meaning structure (WMS) can define the "Great Divide", the single breaking point that universally defines certain direction of subsequent to it cultural evolution. We found that both cognitive inhibition of irrelevant for the task at hand information or actions as well as correct activation of relevant information or actions is significantly more common in individuals who rely predominantly on logical concepts in their thinking. The higher level of education was also associated with more efficient cognitive inhibition and activation. The patterns of test performance also suggest that there can be a qualitative difference in the efficiency of cognitive inhibition-activation processes between everyday conceptual and logical conceptual thinkers. The former group of individuals may achieve much higher performance levels than any individual in the former group. We also discuss cognitive similarities and differences between adults with low or no formal education on the one hand and children and educated adults with brain damage on the other. The results are in agreement with the theory of unilineal hierarchic cultural evolution. Individual psychic development and cultural evolution can be both understood in terms of the WMS development.

CITIZENSHIP IN THE CONDITIONS OF SOCIAL TRANSFORMATIONS IN SOCIETY

The article analyzes the theoretical aspects of the manifestation of the psychological phenomenon of anxiety. The concept is defined: anxiety, fear and peculiarities of anxiety as a personal property. It has been found that anxiety has also been studied at different levels, such as: the normal (optimal) level of anxiety that is perceived as necessary for effective adaptation, the level of adaptive anxietyand excessively high levels that are perceived as a non-adaptive response . Anxiety, anxiety, fear, panic, horror are phenomena that are often present in our mental lives. They can be different in intensity, duration, structure from mild short-term anxiety to paralyzing horror, forming a diverse range of experiences that accompany a variety of life events: illness, conflict, unpleasant and unexpected events. The scientific tradition of analyzing human anxiety mainly captures the following basic approaches: typical mental state as a response to probable threats; a special mental state that most often manifests itself in crisis or extreme conditions; the specific property of the person; multifaceted emotional experience of predominantly negative orientation; the realization of fear and the like. It is established that the problem of anxiety is a well-developed scientific topic in works related to the study of individual-typological characteristics of a person. It is concluded that among many forms of verbal regulation and self-programming, scientists call self-satisfaction, autonomy, dedication, self-help, self-realization, self-realization . It is revealed that the results of the ascertainment experiment state that the high level of personal anxiety in early adolescence is largely caused by personality, adaptation and motivational factors, which indicates the need to find ways, forms and methods of specially organized corrective action for preventive action in order to correct the high level of personality anxiety of young men. Key words: anxiety, anxiety, personality, emotional state, fear, cognition, emotions, phenomenon. Accepted: 30.11.2019 Reviewed: 09.12 .2019 Published: 19.12 .2019 DOI: http://doi.org/10.31108/3.2019.3.4.4 * * * * * Download/read PDF

Emotional Prosody Effects on Verbal Memory in Euthymic Patients With Bipolar Disorder.

A growing body of evidence suggests that emotional prosody influences the ability to remember verbal information. Although bipolar disorder (BD) has been shown to be associated with deficits in verbal memory and emotional processing, the relation between these processes in this population remains unclear. In the present study, we aimed to investigate the impact of emotional prosody on verbal memory in euthymic BD patients compared with controls. Participants were randomly divided into three subgroups according to different prosody listening conditions (a story read with a positive, negative, or neutral prosody) and effects on a yes–no recognition memory task were investigated. Results showed that euthymic bipolar patients remembered comparable numbers of words after listening to the story with a negative or neutral prosody but remembered fewer words after listening to the positive version compared with healthy controls. Results suggest that verbal memory is hindered in BD patients after listening to the story read with a positive prosody. This recognition bias for information with a positive prosody may lead to negative intrusive verbal memories and poor emotion regulation.

Verbal Regulation in Early Modern French School and Plainchant Books

Under the French ancien régime, Latin reading was commonly taught in parochial or charitable schools, the so-called petites écoles. The goal was to enable pupils to pronounce prayers and psalms in accordance with the learned ecclesiastical culture. The instruction and modeling provided by schoolmasters were essential in children's training, but so too were the books they used. Books of hours, ABCs, and psalters integrated particular typographical layouts, punctuation, and other symbols to help pupils read aloud. A similar system of visual cues was established in plainchant books in the course of the seventeenth century. This essay explores for the first time the graphic convergence between school books (reading primers) and plainchant books. It examines how they helped to develop the Latin literacy of often semiliterate people through oral performance of both reading and singing. In "Voicing Text 1500–1700," ed. Jennifer Richards and Richard Wistreich, special issue, http://muse.jhu.edu/resolve/66.

Reglas proambientales: una alternativa para disminuir la brecha entre el decir-hacer en la educación ambiental

The discrepancy between what people say and what people do has been at the centre of debate in the study of pro-environmental behaviour. This article presents a systematic review of the available literature on the study of attitudes to the environment, which shows an inconsistency in the results of this approach to generate lasting changes in people's behaviour. A change is proposed in the orientation of research and environmental educational practice from verbal regulation, in particular the following of pro-environmental rules to reduce the gap between what is said and what is done in order to resolve problems related to the environment. The implications of this proposal on environmental education are analysed, as well as some paths for methodological development of this proposal.

ЛЕКСИКОГРАФІЧНА ФІКСАЦІЯ МЕХАНІЗМІВ ТВОРЕННЯ ЕТНОКУЛЬТУРНИХ СТЕРЕОТИПІВ ІЗ СЕНСОРНИМ КОМПОНЕНТОМ

Recognition of modern linguistic studios sensory-perceptual experience of the act, which sets the initial parameters of perception and interpretation of reality, produces interest stereotypes sensory perception of different modes of perception, in particular stereotypes tactile sector, which are based on tactile sensations, with the distinctive mechanisms of creation. Important in this regard is the analysis of the dynamics of formation and development of the latter, which can be done only if the attraction to the analysis of lexicographical works, because it is the dictionaries is a reliable source of verbal representation and regulation of all available knowledge, by which mankind accumulates and transmits the acquired knowledge from previous generations modern humanity.

Дети с особыми образовательными потребностями в начальной школе

The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

The Contributions of Language and Behavioral Synchrony in Developing Affect Regulation in High-Risk Children

Biological vulnerability translates into behavioral risks that often extend beyond the infancy period. Pre-term children born low birth weight are at risk for behavioral and emotional difficulties, however, little is known about how these difficulties manifest and interact with biological risk and environmental factors. This study examined the extent to which children’s language and dyadic relationship factors facilitate affect regulation and behavior problems in low birth weight children (LBW). Sixty-eight preschool-age children and their mothers participated in the study. Children were administered an assessment of cognitive functioning in which verbal ability was examined, and engaged in a laboratory frustration task designed to elicit negative affect to assess emotion regulation. Results revealed correlations among verbal ability, behavior problems, behavioral synchrony, and emotion regulation. Group Differences were found in verbal ability and positive affect in which LBW children demonstrated lower verbal ability scores and less positive affect than full-term children. For the full sample, behavior synchrony moderated the relationship between verbal ability and negative emotion regulation. The results provide evidence of the importance of the functional role of language and dyadic relations in the development of affect regulation and behavior problems. The results also elucidate the importance of integrating social emotional information in developing interventions for pre-term children.

Assertion, regulation and consent: gay students, straight flatmates, and the (hetero)sexualisation of university accommodation space

Building upon conceptualisations of the sexualisation of space, this paper interrogates the ways in which heterosexual discourses are produced, enforced, legitimised and maintained as dominant within student accommodation. Analysis is derived from interviews with 17 gay male undergraduates attending a UK institution. I detail the micro‐level processes, as framed by dictums of hegemonic heterosexual masculinities, by which participants’ male flatmates reinscribed the heterosexual matrix in their living spaces. I then deconstruct how they safeguarded it through their verbal and physical regulation of alternate sexualities. Some participants contributed to the maintenance and validation of this heteronormativity in downplaying, justifying and not challenging flatmates’ behaviour which could be coded as anti‐gay. I therefore position student accommodation as a key site for the socio‐spatial production of the heterosexual matrix and reinscription of heteronormativity, as construed through the workings of assertion, regulation and consent.

Verbal Regulation of Grip Force in Preschoolers

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age (M = 5.3, SD = .8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age (M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

The "silent dog" method: analyzing the impact of self-generated rules when teaching different computer chains to boys with autism.

The purpose of the study was to extend the literature on verbal self-regulation by using the "silent dog" method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism.

PROCEDIMIENTOS PARA LA RUPTURA O CAMBIO DE LA (IN)SENSIBILIDAD A LAS CONTINGENCIAS Y EL CONTROL VERBAL

This paper, framed into the analysis of (in) sensibility to contingencies and its implications in the analysis of verbal regulation, pretends to assess the effectiveness of several methods in order to produce breaking or change of the sensibility patterns, as well as to find attainable differential effects of automatic contingencies in two experimental tasks, using an eight university student’s sample. The results show that the use of contextual cues, by means of the amplification or changes in the given rules, is the best procedure to break certain levels of insensibility. The data also show the absence of differential effects of each task contingencies.

EFFECTS OF HOSTILITY AND STRESS ON AFFECTIVE VERBAL LEARNING IN WOMEN

The current experiment investigated the effects of hostility on affective verbal learning and physiological regulation in high and low hostile women. The Auditory Affective Verbal Learning Test (AAVLT) was administered to women in either a cold pressor or no cold pressor condition. Systolic blood pressure, diastolic blood pressure, and heart rate were recorded before and after the cold pressor or no cold pressor manipulation. Results indicated that high hostile women learned fewer words across conditions. The cold pressor primarily influenced neutral learning in high and low hostile participants. Additionally, primacy and recency effects of the AAVLT were replicated.

Verbal Regulation of Motivational States

The motivational function exerted by verbal antecedents has been extensively approached from a theoretical perspective and within the direct conditioning paradigm. However, there is little research concerning the alteration of the motivational function via verbal means. The current study presents 2 consecutive experiments in which the role of the verbal context in the alteration of different motivational states was examined. In the first experiment, a protocol consisting of a story about feeling hot and thirsty was administered individually to 5 children, 6 to 7 years old. After the implementation of the protocol, all children reported feeling thirstier than before the implementation and behaved in accordance with this report. In the second experiment with 5 other children, this effect was replicated with a different motivational state (physical restriction). More importantly, in a second phase with the same children, the effect was prevented when the thirst protocol was presented in a verbal context that was incoherent with feeling thirsty. Several verbal contexts in altering motivational functions, as well as some clinical implications, are discussed.

Improving spatial functioning in children with cerebral palsy using computerized and traditional game tasks

Purpose: To examine the effectiveness of combining virtual environment (VE) instruction with additional desk-top tasks, based on the Luria-Vygotsky methodology, for spatial remediation in children having complex motor disabilities restricting movement.Method: In Experiment 1, from among children attending for residential rehabilitation, an experimental subgroup had additional spatial training using a VE and corresponding desk-top models. All children were tested at the start and end of training, using four spatial tests. In Experiment 2, larger groups of children (pair-matched for initial performance) were given the same training as in Experiment 1, but experimentals received both VE-based training and supporting tasks designed to improve executive functions and verbal regulation of spatial functioning. Assessment involved a wider range of tests than in Experiment 1.Results: In Experiment 1, both groups showed improvement at retest, but experimentals showed greater improvement. Children beginning with the lowest level of cognitive performance failed to benefit from the additional training. In Experiment 2 the experimental group made significantly greater improvement than controls, irrespective of initial performance level.Conclusions: VE-based spatial training is effective for children with complex disabilities, particularly when combined with training that remediates cognitive weaknesses.

Relational frame theory:A post-skinnerian account of human language and cognition

Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.

知的障害児におけるカウンティングと行動調整機能の発達連関 : 単純運動反応の行動調整課題に基づく検討

知的障害児におけるカウンティングと行動調整機能の発達連関 : 単純運動反応の行動調整課題に基づく検討