Confusing memories for verbal and nonverbal communication.

In 2 experiments, with 150 undergraduates, emotion portrayed nonverbally in videotaped conversations impaired memory for the specific meaning of utterances. Ss produced more recognition (Exp I) or recall (Exp II) errors that were consistent with the emotional versions they had viewed than errors reflecting other emotions. In Exp I, this effect on recognition memory depended neither on the type of orienting task for nonverbal behaviors (attention to surface characteristics vs interpretations) nor on the length of the retention interval. In Exp II, the number of emotional errors in recall was slightly dependent on the reported moods of the viewers. Findings suggest that emotional interpretations of the nonverbal behaviors of others are associated in memory with the meaning of utterances. Results are discussed in reference to the effects of misleading information and to models of mood and memory. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Similarities and differences between normal and psychotic subjects in responses to verbal stimuli.

Individuals receive so much verbal stimulation that one would expect verbal response habits to be greatly overlearned, yet clinical data suggests an almost complete breakdown in verbal behavior of psychotics. In the present study, affective ratings, m data, and associative data were gathered from normal and psychotic Ss. Patients, as compared with normals, rate words as affectively better, produce lower m values and more idiosyncratic associations to verbal stimuli. Beneath these apparent differences between the 2 groups there exists a surprisingly substantial core of similarity. This core of similarity suggests that verbal response habits do not break down in psychosis to as large a degree as is generally believed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race differences on nonverbal analogy test performance as a function of verbal strategy training.

Hypothesized that the relatively poor performance of Black students on nominally nonverbal reasoning tests (A. R. Jensen's Level II) (see record 1974-24027-001) may be due to their failure to use verbal problem-solving strategies efficiently and spontaneously. 200 4th and 5th graders, both Black and White, showed no race differences on Level I ability (digit-span memory). Half of the Ss of each race were then trained to use a verbal strategy on nonverbal analogies. For Ss who received no special training there were significant race differences on the analogies test (p     

Negativism in verbal and nonverbal responses of autistic children.

Studied negativism in 9 autistic, 9 behavior-disturbed, and 9 normal 5-12 yr olds in 3 different stimulus conditions (verbal requests for verbal responses, verbal requests for nonverbal responses, and nonverbal requests for nonverbal responses). Each condition included 2 tasks, which were requested 15 consecutive times. Ss demonstrated that they could perform the tasks before testing, and their responses were scored according to the similarity between the response and the request. Results demonstrate that the autistic and behavior-disturbed Ss responded similarly, except when requests required verbal responses, in which case the autistic Ss were much more negative. Results suggest applications to diagnostic and therapeutic interventions. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in the functional neuroanatomy of verbal recognition memory

Adult age differences are frequently observed in the performance of memory tasks, but the changes in neural function mediating these differences are largely unknown. We used (H2)15O positron emission tomography (PET) to measure changes in regional cerebral blood flow (rCBF) during Encoding, Baseline, and Retrieval conditions of a recognition memory task. Twelve young adults (20-29 years) and 12 older adults (62-79 years) participated. During each task condition, participants made a two-choice manual response to each of 64 words. Analyses of the performance data yielded evidence of age-related slowing of encoding and retrieval processes, and an age-related decline in the accuracy of yes/no recognition (d'). The rCBF activation associated with both encoding and retrieval was greater for older adults than for young adults, but this pattern was more clearly evident for memory retrieval. For young adults, rCBF activation during retrieval occurred primarily in right prefrontal cortex, whereas older adults exhibited a more bilateral pattern of prefrontal activation. Regression analyses predicting reaction time in the memory task from regional PET counts confirmed that the neural system mediating memory retrieval is more widely distributed for older adults than for young adults. Both age groups exhibited some decrease in rCBF activation in the second half of the test session, relative to the first half. The practice-related decrease in rCBF activation was more prominent for young adults, suggesting that the older adults' recruitment of additional neural systems reflects a more continual allocation of attention to support task performance.     

Hand movement asymmetries during verbal and nonverbal tasks.

12 male and 12 female right-handed undergraduates were videotaped while they assembled blocks to perform a series of verbal and nonverbal tasks and a neutral (nonlateralized) task. Analysis of the videotapes revealed that the frequency of movement of one hand relative to the other changed systematically with the cognitive nature of the task, but only for movements playing a functional role in task performance. For the majority of such movements, verbal tasks elicited a greater proportion of right-hand use than did a neutral task, while nonverbal tasks elicited a greater proportion of left-hand use than did a neutral task. These shifts may have reflected the engagement of lateralized problem-solving systems within the 2 hemispheres. (French abstract) (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related changes in verbal and nonverbal memory during early childhood.

In the present experiment, age-related changes in verbal and nonverbal memory performance by 2- to 4-year-old children were assessed. All children participated in the same unique event, and their memory of that event was assessed after a 24-hr delay. Overall, children's performance on each memory measure increased as a function of age. Furthermore, children's performance on both the verbal and nonverbal memory tests was related to their language ability; children with more advanced language skills reported more during the verbal interview and exhibited superior nonverbal memory relative to children with less advanced language skills. Finally, children's verbal recall of the event lagged behind both their nonverbal recall and their general verbal skill. It is hypothesized that despite large strides in language acquisition, preschool-age children continue to rely primarily on nonverbal representations of past events. The findings have important implications for the phenomenon of childhood amnesia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher verbal and nonverbal behavioral expression toward selected pupils.

Using the context of pupil-initiated questions, selected verbal and nonverbal behaviors of teachers were investigated. 12 secondary school teachers in individualized classroom settings were asked to select 4 students subsequently labeled accepted, concerned, indifferent, and rejected. Teacher verbal behaviors were recorded with the Observation Schedule and Record 5V. Teacher–pupil interpersonal distance was recorded with the kinesthetic scale of the proxemic notation system (E. T. Hall, 1963). The 44 pupils selected completed the Describe Your School Inventory, a measure of pupil attitudes. Results show that school attitudes differed significantly between pupils labeled accepted, concerned, indifferent, and rejected. No significant differences were found in teacher behaviors toward these pupil groups. The usefulness of the situational context approach to the investigation of teacher behaviors is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in verbal learning.

"An old and a young group of Ss, mean ages 78.1 and 26.8 years, were given 3 paired-associate learning tasks which differed in the degree to which prior experience might be expected to facilitate or block present learning. They consisted of: (a) Familiar word pairs, (b) nonsense equations, and (c) false equations. Both groups performed best on the word-associate task, but there was little difference between the learning of nonsense and false equations within either group. On all 3 procedures the old group was significantly poorer, but they were proportionately more deficient in the learning of materials in which the facilitative effects of prior experience are minimized, i.e., the 2 forms of equations. However, they had no greater difficulty with the interference than with the nonsense material." 16 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual-orientation-related differences in verbal fluency.

This study examined the performance of 60 heterosexual men, 60 gay men, 60 heterosexual women, and 60 lesbians on 3 tests of verbal fluency known to show gender differences: letter, category, and synonym fluency. Gay men and lesbians showed opposite-sex shifts in their profile of scores. For letter fluency, gay men outperformed all other groups; lesbians showed the lowest scores. For category fluency, gay men and heterosexual women jointly outperformed lesbians and heterosexual men. Finally, gay men outperformed all other groups on synonym fluency, whereas lesbians and heterosexual men performed similarly. A difference between heterosexual men and women was demonstrated on category and synonym fluency only. The findings implicate within-sex differences in the functioning of the prefrontal and temporal cortices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structural brain correlates of verbal and nonverbal fluency measures in Alzheimer's disease.

This study examined the relationships between regional brain volumes and semantic, phonological, and nonverbal fluency in 32 participants with Alzheimer's disease (AD). Object but not animal semantic fluency correlated with frontal and temporal gray matter volumes. Phonological fluency was not significantly associated with any brain volume examined. Nonverbal fluency was selectively associated with bilateral frontal gray matter volumes. Hippocampal volumes, although markedly reduced in these patients, were not related to any of the fluency measures. Results lend evidence to the importance of the frontal lobes in the directed generation of nonverbal and verbal exemplars by AD patients. Furthermore, both left and right-hemisphere regions contribute to the generation of verbal and nonverbal exemplars. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asymmetries in processing auditory nonverbal stimuli?

Reports in recent psychoacoustical literature have suggested that pitch and rhythm properties of nonverbal stimuli may be processed differently by the 2 cerebral hemispheres. A review of this literature and background information led to the following conclusions: (a) Perception of pitch stimuli probably does not require differential cerebral processing. Only when some type of novel or complex time structure is generated in the stimulus presentation do the responses of Ss reflect a cerebral dominance effect. (b) The asymmetries demonstrated in the results of rhythm experiments closely parallel those found in verbal experiments. In addition, rhythm structure may also provide a framework for the synthesis and analysis of all incoming perceptual information. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proxemic behavior as a function of inconsistent verbal and nonverbal messages.

An analog study with 40 male and 40 female undergraduates examined the effects of inconsistencies between a counselor's verbal and nonverbal behaviors on client proxemic behavior and ratings of counselor genuineness. Nonverbal behaviors included eye contact, trunk lean, body orientation, and leg positioning. Verbal content reflected either high or low levels of empathic understanding. Ss role-played a standard complaint with a confederate male counselor who communicated either contradictory or consistent verbal and nonverbal messages. Results indicate that inconsistent messages were associated with greater interpersonal distances, especially when the nonverbal messages were negative and the verbal messages were positive. Inconsistent messages also resulted in lower ratings of counselor genuineness. Results support the client-centered definition of congruence and further add to the evidence that spacing behavior is a direct reflection of one's interpersonal attraction. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eliciting effects of verbal and nonverbal cues on projective test responses.

A verbal reinforcer and 2 nonverbal immediacy cues, eye contact and body lean, were manipulated by an E under far and close conditions of interpersonal distance in a projective testing situation with 80 undergraduates. It was hypothesized that the verbal cue ("good") would be positively reinforcing at both distances but that eye contact and body lean would be reinforcing only in the far condition. As hypothesized, significant increases in the dependent measure, the number of thematic responses, were found for the verbal cue at both interaction ranges. Support for the predicted conditional effect of eye contact was found on the last trial of the testing session. Body lean did not significantly affect the number of thematic responses at either the far or close interaction distance. Implications of the results for the further study of E cues in the projective test situation are discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in verbal and play fantasy.

Investigated 2 types of fantasy productions by 45 male and female 3-6 yr olds and by 47 male and female 11-12 yr olds. At the age of entering school, it was found that boys and girls did not differ in the deprivation-enhancement pattern of their verbal fantasies. However, sex-related differences were clearly evident among preadolescents. Fantasy involving dramatic play productions, however, revealed such differences among Ss of both age groups both in the play material selected and in the spatial configurations and thematic content of the productions. Findings are discussed in terms of boys' and girls' sexual identity, as this derives from feelings about their own bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of verbal and nonverbal reinforcement on the WAIS performance of normal adults.

Explored the effects of verbal reinforcement, nonverbal reinforcement, and no reinforcement by the examiner on the performance of 24 male and 24 female Ss receiving the Wechsler Adult Intelligence Scale. Scores were consistently, though nonsignificantly, higher in the 2 reinforcement conditions than in the no-reinforcement condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)