Word association type and the temporal stacking of responses

In two studies, data were gathered concerning the originality and latency of word associations obtained under no instructions or under instructions to be as original as possible. Responses were scored as paradigmatic (P) or syntagmatic (S). Earlier analyses had determined that highly original responses tended to be S. The hypothesis that instructions to be original would increase the latency of responding was confirmed. Under no instructions, S responses were of greater latency than P. However, contrary to prediction, under originality instructions the reverse was true, and further analyses revealed that P responses of longer latency were of significantly less originality. The results are interpreted in terms of a response-hierarchy model.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32776/1/0000149.pd

Verbal labeling, rehearsal, and short-term memory

The effects of verbal labeling in a serial position short-term memory (STM) task were investigated in two studies. In the first, 32 children at each of the grades 4, 6, and 8 were tested. In the second, 40 college students were tested. The stimuli consisted of eight cards with a central and an incidental picture on each. Half of the subjects overtly labeled the central pictures as they were presented; half did not. In Study I there were eight trials; in Study II there were additional trials in which stimuli contained only the central pictures. In Study I labeling did not affect overall performance; in Study II labeling was found to decrease performance significantly. For both studies labeling had differential effects at the primacy and recency portions of the serial-position data. There was no effect of one versus two stimuli per card in Study II. The findings were discussed in terms of issues concerning verbal mediation and rehearsal strategies. A developmental model for the processes involved in serial-position STM was presented.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32831/1/0000206.pd

Book reviews

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44628/1/10803_2005_Article_BF01537729.pd

Autism spectrum disorders in adolescence and adulthood: Long-term outcomes and relevant issues for treatment and research

The advances in research and treatment of autism spectrum disorders (ASD) over the past three decades have focused largely on early childhood and school-age years. Although ASD is a lifelong condition, there has been relatively little attention paid to ASD during the adolescent and adulthood periods. As the population of those with ASD continues to rise and age, the need to provide research and treatment for this group has become increasingly evident. This paper reviews the current literature available on symptoms, functioning, and treatment of adolescents and adults with ASD, as well as the unique issues that arise for individuals with ASD after childhood. Adulthood outcomes for ASD are generally poor, even for those with average to above average cognitive ability. Further research and additional clinical resources are needed for this rapidly increasing group

Distraction and originality in word associations

Two types of auditory distraction were employed during a word-association task: A distractor to be ignored (inhibition distractor) and a distractor to be attended to (vigilance distractor). A control group received no distraction. Houston and Jones (1967) presented evidence that the presence of an inhibition distractor improved performance on a task postulated to involve inhibition. If originality in word associations involves the inhibition of more probable common responses, any manipulation (inhibition distractor) which increases inhibition facility should increase originality and/or decrease the latency of original responses. This study found no such effect with respect to the originality of responses. Latency of response yielded a marginal effect in the predicted direction. The results are discussed in terms of the similarity of experimental tasks and measures between this study and the one by Houston and Jones.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33081/1/0000467.pd

Normalizing Services for Children with Special Needs

Dissatisfaction with residential programs and the influence of the normalization principle have led to the development of many community-based programs for mentally retarded, emotionally disturbed and delinquent youths. Unfortunately, these programs have not generally been much more effective than their residential counterparts in preparing their children for worthwile and productive lives in the community. In this paper, six areas are discussed as important for successful community programs and proposed as targets for future prevention, education and treatment efforts. These include the family, sexuality, leisure activities, social and interpersonal skills, specific suggestions for both prevention and remediation efforts are discussed

Facilitating Interpersonal Functioning with Peers in Learning-Disabled Children

A social skills training program involving four learning disabled boys, ages 12 to 16, with poor peer relationships is described and discussed. The program focused on training joining skills (initiating social interactions) and communication-conversation skills through modeling, coaching, and behavioral rehearsal strategies. The data suggested that both joining and conversation skills were problems for the boys, and that participation in the social skills training program resulted in improvement in interpersonal skills and in the frequency of interactions with peers. The need for further research on this and related programs is highlighted

Social skills intervention with learning disabled children: Selecting skills and implementing training

In view of the social difficulties faced by many learning disabled children, the present paper extends current knowledge and expertise in the area of social-skills intervention to learning disabled children. First, nine areas of social behavior which relate to a child's acceptance from peers are reviewed and detailed, and considerations regarding how to select appropriate target skills and treatment goals for LD children are discussed. Next, methods for training the skills, and clinical applications of social skills training with LD children are presented. Treatment considerations which have emerged from clinical work on social intervention with LD children and directions for the future are also discussed

Sexuality in high-functioning autism: a systematic review and meta-analysis

Preliminary research examining sexuality within High-Functioning Autism (HFA) has been yet to consider the impact sex may have on the sexual/romantic functioning of this population. A systematic database search was carried out to identify 27 observational and cross-sectional publications meeting predetermined inclusion criteria. Using standardised mean differences, a random-effects meta-analysis pooled data from 9 eligible studies. Exhibiting higher levels of sexual understanding, females with HFA were subject to more adverse sexual experiences than males with HFA and neurotypical counterparts. Males reported greater desire for, and engagement in both solitary and dyadic sexual contact. Findings have provided initial insight into characterising the sexuality of males and females with HFA, yet also necessitated the need for future research in the field