Verbal Learning

This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, 115 they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.

Twelve children with early intense reading and superior word recognition skills coupled with disordered language and cognitive behavior are described. Cognitive, linguistic, and reading measures evidenced a generalized cognitive deficit in forming superordinate schemata which was not specific to visual or auditory modalities. Positive family histories for reading problems were present for 11 of the 12 children, suggesting a relationship between hyperlexia and dyslexia.

Animal studies have shown that stress is associated with damage to the hippocampus, inhibition of neurogenesis, and deficits in hippocampal-based memory dysfunction. Studies in patients with posttraumatic stress disorder (PTSD) found deficits in hippocampal-based declarative verbal memory and smaller hippocampal volume, as measured with magnetic resonance imaging (MRI). Recent preclinical evidence has shown that selective serotonin reuptake inhibitors promote neurogenesis and reverse the effects of stress on hippocampal atrophy. This study assessed the effects of long-term treatment with paroxetine on hippocampal volume and declarative memory performance in PTSD. Declarative memory was assessed with the Wechsler Memory Scale-Revised and Selective Reminding Test before and after 9-12 months of treatment with paroxetine in PTSD. Hippocampal volume was measured with MRI. Of the 28 patients who started the protocol, 23 completed the full course of treatment and neuropsychological testin...

Acute tryptophan depletion (ATD) can be used to decrease serotonin levels in the brain. Traditionally, ATD has been established by administering amino acid (AA) mixtures and studies using this method showed that serotonin is involved in learning and memory processes. This study used a recently developed gelatin-based protein drink to examine whether it 1) is superior to the traditional AA method in controlling the tryptophan levels in the placebo condition, 2) impairs long-term memory and 3) differentially affects episodic and spatial memory. Sixteen healthy subjects participated in a double-blind, placebo-controlled study. Memory was assessed using a visual verbal learning test and an object relocation task (spatial memory). Tryptophan ratio significantly decreased after ATD and did not significantly increase in the placebo condition. Delayed recall in the verbal learning test and delayed relocation of objects to positions in the spatial task were impaired after ATD. Spatial short-term memory, however, improved. The current results indicate that the tryptophan levels were essentially neutral in the placebo condition compared with those in the traditional AA mixture. Our study provides further evidence that impairment in long-term episodic and elementary spatial memory after ATD is related to lowered tryptophan levels in plasma.

Whether children with idiopathic generalized epilepsy exhibit accelerated forgetting of verbal and nonverbal information in comparison to healthy controls matched for age and IQ was explored. Twenty-one children with IGE were compared with 21 healthy controls on measures of verbal and visuospatial memory at delays of 30 minutes and 1 week by use of a minimum-learning criterion controlled for initial learning. For the auditory-verbal memory test, group performance was comparable at 30 minutes, but children with IGE recalled significantly less than controls at 1 week. When the number of learning trials to criterion was controlled, the main effects of group and delay became nonsignificant. No group differences were found with respect to recognition performance. Comparisons for the visuospatial task were nonsignificant. Overall, poor initial learning efficiency led to retrieval difficulties, specifically at the longer delay, and was more common in the IGE group. These results, although preliminary, have implications for education planning in childhood IGE.

A case study with a 12-year-old boy, R.F., who was a monolingual speaker of Greek is reported. R.F. showed slow word reading and a difficulty in spelling irregular words but not nonwords. Assessments revealed that R.F. did not appear to have a phonological deficit, but indicated impaired multicharacter processing ability for visually presented letter arrays. On the basis of previous research linking multicharacter processing and reading we developed an intervention aimed at improving R.F.’s ability to report letter arrays of increasing length. Following a 9-week programme, improvement was observed, and investigation of R.F.’s reading revealed gains in single word reading speed and accuracy. The findings support the significance of intervention studies for testing hypotheses regarding causal relationships among cognitive processes and the notion of specific profiles of developmental dyslexia/dysgraphia in both opaque and transparent orthographies.

This study examined whether individuals with substance dependence (ISDs) show impairments in working memory and whether there is a relationship between their impairments in decision making as measured by the gambling task (GT) paradigm and working memory as measured by a delayed nonmatching to sample (DNMS) task. Using the GT, 11% of healthy control participants and 61% of ISDs opted for choices with high immediate gains in spite of higher future losses. For the ISDs and controls with equal GT impairments, the ISDs performed significantly lower than controls on the DNMS task. The nonimpaired ISDs on the GT also performed significantly worse than matched controls on the DNMS task. The DNMS task deficit in ISDs was across all delay times, suggesting the deficit may lie in the "executive" process of working memory, which supports earlier findings (E. M. Martin et al., 2003). The authors suggest that the prefrontal cortex hosts multiple distinct mechanisms of decision making and inhibitory control and that ISDs may be affected in any one or combination of them.

Pairs of young and elderly Ss participated in a short play and were then instructed to talk about factual or affective aspects of the play or to talk about the play without any particular focus suggested. In both the affective and control condition, older adults' ability to discriminate what they had said from what the other person had said was poorer than that of young adults. In contrast, when induced to focus on the factual content of the events, older Ss' source monitoring improved, and the age difference was reduced. The pattern was similar when Ss' ability to discriminate what they had said from what they had thought was examined. Furthermore, affective focus lowered the overall level of recall for both young and older Ss and led older Ss, in particular, to introduce more elaborations into their recall. The possibility that age difference in remembering content and source are related to type of focus is discussed.

Depressive disorder is a multifactorial diseases, that one of the typical feature are cognitive impairments. The aim of this study was to determine the total antioxidant status (TAS) in patients with recurrent depressive disorder (rDD) and to define relationship between plasma levels of TAS and the cognitive performance. Design and methods: the study comprised 74 subjects: patients with rDD (n = 45) and healthy subjects (n = 29). Cognitive function assessment was based on: Trail Making Test, The Stroop Test, Verbal Fluency Test and Auditory Verbal Learning Test. Statistically significant differences were found in the intensity of depression symptoms, measured by the Hamilton Depression Rating Scale (HDRS) on therapy onset versus the examination results after 8 weeks of treatment (p \ 0.001). The level of TAS was substantially higher in patients with rDD (p = 0.01). For rDD patients, elevated TAS levels were associated with worse cognitive test performance. The higher was the concentration of plasma TAS, the greater was the severity of depressive symptoms measured by HDRS before and after pharmacotherapy. (1) Higher concentration of plasma TAS in rDD patients is associated with the severity of depressive symptoms. (2) Elevated levels of plasma TAS are related to impairment of short-term declarative memory, long-term declarativememory, verbal fluency and working memory.

The purpose of this study was to investigate the influence of clozapine on plasma serotonin, platelet serotonin and monoamine oxidase (MAO) levels in schizophrenic patients and to compare their results with those of unmedicated healthy controls. Groups of 20 outpatients ...

Cognitive problems in persons with epilepsy manifest over a lifetime; however, whether abnormal cognition in an individual with epilepsy is a result of comorbid brain substrate, the epilepsy itself or its underlying etiology, the antiepileptic agents used to control it, or a combination of these and other factors remains controversial. There is a continuing need for improved therapies to control seizures and reduce the incidence of adverse events, especially those involving the central nervous system that compromise attention, intelligence, language skills, verbal and nonverbal memory, executive function, and psychomotor speeds. Although cognitive decline typically occurs among patients with more severe epilepsy, physicians must judiciously select therapy with an eye toward not only controlling seizures but also ensuring that all patients retain as much function as possible throughout their lives.

We examined the effects of receptive speech on the acquisition of manual signing among three mentally retarded children. In an alternating treatments design, we compared the acquisition of expressive signs that were, versus were not, in a child's receptive vocabulary. The children were trained via total communication in which pictorial referents were named during sign training. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. We conducted posttests to assess the stimulus control of signing and any changes in expressive and receptive signing and speech. Observed changes in performance could be accounted for by attention to aspects of the stimulus complex during training and functional equivalence of stimuli established by training.

In 1957, Skinner, in his "Verbal Behavior", proposed an explanation on how a language is learned. In 1959, Chomsky strongly argued the non-learnability of language, establishing in the field of developmental psycholinguistics the substitution of the term "learning" for that of "acquisition". Currently, the constructivist models describe language acquisition as a process of ontogenetic, gradual, complex, and adaptive change. This new theoretical framework has been especially useful for rereading Verbal Behavior because it facilitates recovering the Skinnerian learning mechanisms. This can be observed in the recent research trends that recapture reinforcement and imitation (echoic responses), although they are now located in the initial phases of the process and are included in a cognitive dynamic that, by gradually increasing its complexity, can achieve grammar. The new constructivist theoretical framework, by retrieving the functional and referential aspects of language, can also take advantage of the classic Skinnerian proposal about the pragmatic types of verbal behavior, providing it with new meaning.

Understanding a sentence requires a working memory of the partial products of comprehension, so that linguistic relations between temporally distal parts of the sentence can be rapidly computed. We describe an emerging theoretical framework for this working memory system that incorporates several independently motivated principles of memory: a sharply limited attentional focus, rapid retrieval of item (but not order) information subject to interference from similar items, and activation decay (forgetting over time). A computational model embodying these principles provides an explanation of the functional capacities and severe limitations of human processing, as well as accounts of reading times. The broad implication is that the detailed nature of crosslinguistic sentence processing emerges from the interaction of general principles of human memory with the specialized task of language comprehension.

This paper is concerned with the problem of evaluating goodness-of-fit of a path analytic model to an interregional correlation matrix derived from functional magnetic resonance imaging (fMRI) data. We argue that model evaluation based on testing the null hypothesis that the correlation matrix predicted by the model equals the population correlation matrix is problematic because P values are conditional on asymptotic distributional results (which may not be valid for fMRI data acquired in less than 10 min), as well as arbitrary specification of residual variances and effective degrees of freedom in each regional fMRI time series. We introduce an alternative approach based on an algorithm for automatic identification of the best fitting model that can be found to account for the data. The algorithm starts from the null model, in which all path coefficients are zero, and iteratively unconstrains the coefficient which has the largest Lagrangian multiplier at each step until a model is identified which has maximum goodness by a parsimonious fit index. Repeating this process after bootstrapping the data generates a confidence interval for goodness-of-fit of the best model. If the goodness of the theoretically preferred model is within this confidence interval we can empirically say that the theoretical model could be the best model. This relativistic and data-based strategy for model evaluation is illustrated by analysis of functional MR images acquired from 20 normal volunteers during periodic performance (for 5 min) of a task demanding semantic decision and subvocal rehearsal. A model including unidirectional connections from frontal to parietal cortex, designed to represent sequential engagement of rehearsal and monitoring components of the articulatory loop, is found to be irrefutable by hypothesis-testing and within confidence limits for the best model that could be fitted to the data.

We assessed the maintenance of newly acquired mands under presession reinforcer access (reinforcer efficacy abolished) and no presession reinforcer access (reinforcer efficacy established) conditions with 3 children with autism spectrum disorder. Results suggested that the no presession access condition established the value of the reinforcer and evoked responding relative to the presession access condition. Results are discussed in the context of implications for assessing maintenance of previously acquired skills.

Despite strong evidence supporting a role for sleep in the consolidation of newly acquired declarative memories, the contribution of specific sleep stages remains controversial. Based on electrophysiological studies in animals, synchronous sleep oscillations have been long proposed as possible origins of sleep-related memory improvement. Nevertheless, no studies to date have directly investigated the impact of sleep oscillations on overnight memory retention in humans. In the present study we provide evidence that overnight verbal memory retention is highly correlated with the number of sleep spindles detected by an automatic algorithm over left frontocentral areas. At the same time, overnight retention of newly learned faces was found to be independent of spindle activity but correlated with nonrapid-eye-movement sleep time. The data strongly support theories suggesting a link between sleep spindle activity and verbal memory consolidation. © 2005 Published by Elsevier Ltd on behalf of IBRO.

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

Results are reported for an exploratory study of eligibility decisions made for 21 Spanish-speaking English language learners (ELLs) with learning disabilities (LD) and no secondary disabilities who received special education support in reading. Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related LD (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than LD or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for ELLs are discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data from multiple sources when deciding whether ELLs qualify for special education.

It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks, reading and spelling tasks and auditory processing tasks. Potential relations between deficits in dyslexic performance in the auditory processing tasks and phonological awareness were explored. It was found that individual differences in auditory tasks requiring amplitude envelope rise time processing explained significant variance in phonological processing. It is argued that developmentally, amplitude envelope cues may be primary in establishing well-specified phonological representations, as these cues should yield important rhythmic and syllable-level information about speech.

Research has not resolved whether depression is associated with a distinct information-processing bias, whether the content of the information-processing bias in depression is specific to themes of loss and sadness, or whether biases are consistent across the tasks most commonly used to assess attention and memory processing. In the present study, participants diagnosed with major depression, social phobia, or no Axis I disorder, completed several information-processing tasks assessing attention and memory for sad, socially threatening, physically threatening, and positive stimuli. As predicted, depressed participants exhibited specific biases for stimuli connoting sadness; social phobic participants did not evidence such specificity for threat stimuli. It is important to note that the different measures of bias in memory and attention were not systematically intercorrelated. Implications for the study of cognitive bias in depression, and for cognitive theory more broadly, are discussed.

Six match-to-sample picture/object selection experiments were designed to explore children's knowledge about superordinate words (e.g., "food") and how they acquire this knowledge. Three factors were found to influence the learning and extension of superordinate words in 3-to 5-year-old children ( N ϭ 230): The number of standards (one versus two), the type of standards presented (from different basic-level categories versus from the same basic-level category), and the nature of the object representations used (pictures versus objects). A different pattern of superordinate word acquisition was found between 3-year-olds and 4-and 5-year-olds. Although 4-and 5-year-olds could learn and extend novel words to superordinate categories in the presence of two picture exemplars from different categories or a single three-dimensional (3-D) exemplar, 3-year-olds could do so only in the presence of two 3-D exemplars. These findings indicate that young children's acquisition of superordinate words is influenced by multiple factors and that there is a developmental progression from multiple exemplars to single exemplars in superordinate word learning.

The presence and the nature of semantic memory dysfunction in Alzheimer's disease (AD) have been widely debated. This study aimed to determine the frequency of impaired semantic test performances in mild AD and to study whether incipient semantic impairments could be identified in predementia AD. Five short neuropsychological tests sensitive to semantic memory and easily applicable in routine practice were administered to 102 patients with mild AD (Mini-Mental State Examination score above 19), 22 predementia AD patients and 58 healthy subjects. 'Category fluency' and 'naming of famous faces' were the most frequently impaired tests in both patient groups. The study demonstrated that impairments on semantically related tests are common in mild AD and may exist prior to the clinical diagnosis. The results imply that assessment of semantic memory is relevant in the evaluation of patients with suspected AD.

effects in visual shortterm memory for words and abstract spatial patterns. scandinavian Journal of Psychology, 37, 62-13. Two experiments tested the effects of list postion, and retention-interval in recognition for two distinct stimulus categories in young adults. Stimulus categories were spatial abstract patterns and words presented on a computer screen. At short delay intervals recency effects predominates and at longer delay intervals a primacy effect predominates in both experiments, indicating similar basic memory processes producing the serial position functions for the two different categories of visual stimuli, but as length of retention-interval increases, memory for first list items improves for words and remains constant for abstract patterns. Recency functions are similar for both stimulus categories tested.

Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N ¼ 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N ¼ 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills.

This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.

Recent evidence suggests that letter and semantic category verbal fluency tasks may use different component processes of a distributed word retrieval system. We hypothesized that the retrieval of words that begin with the same letter places greater demands on frontal lobe mediated strategic search processes than on temporal lobe mediated semantic knowledge. Conversely, generation of words from the same semantic category places greater demands on semantic knowledge than on strategic search. This hypothesis was tested by requiring subjects to generate lists of words to letter and semantic cues alone and while performing an interference task. A motor sequencing task (developed by Moscovitch, Neuropsychology ofMemory, pp. 5-22,1992) was used to activate frontal regions and an object decision task was used to activate posterior temporal cortex. In support of the hypothesis, letter fluency was reduced to a greater extent by concurrent performance of the motor sequencing task than by the object decision task. The opposite interference pattern was found for semantic category fluency.

In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learned delayed matching with complex samples, each consisting of a form and a printed nonsense word. Forms or printed words were comparison sumuli. For form comparisons, selecring the form identical to that in the preceding sample was reinforced. For printed word comparisons, selecting the word idenucal to that in the preceding sample was reinforced. During testing, the children then matched the forms and printed words to one another. In subsequent training, the samples were (a) old forms combined with new words or (b) old words combined with new forms. Novel matching performances among forms and words appeared across these training phases. Word-form conuguity in a matching-to-sample context may contribute to the formation of classes of stimuli that may be equivalent.

Analyzing the data of individuals has several advantages over analyzing the data combined across the individuals (the latter we term group analysis): Grouping can distort the form of data, and different individuals might perform the task using different processes and parameters. These factors notwithstanding, we demonstrate conditions in which group analysis outperforms individual analysis. Such conditions include those in which there are relatively few trials per subject per condition, a situation that sometimes introduces distortions and biases when models are fit and parameters are estimated. We employed a simulation technique in which data were generated from each of two known models, each with parameter variation across simulated individuals. We examined how well the generating model and its competitor each fared in fitting (both sets of) the data, using both individual and group analysis. We examined the accuracy of model selection (the probability that the correct model would be selected by the analysis method). Trials per condition and individuals per experiment were varied systematically. Three pairs of cognitive models were compared: exponential versus power models of forgetting, generalized context versus prototype models of categorization, and the fuzzy logical model of perception versus the linear integration model of information integration. We show that there are situations in which small numbers of trials per condition cause group analysis to outperform individual analysis. Additional tables and figures may be downloaded from the Psychonomic Society Archive of Norms, Stimuli, and Data, www.psychonomic.org/archive.

Background. There is evidence that children who are taught to read later in childhood (age 6–7) make faster progress in early literacy than those who are taught at a younger age (4–5 years), as is current practice in the UK. Aims. Steiner-educated children begin learning how to read at age 7, and have better reading-related skills at the onset of instruction. Therefore, it is hypothesized that older Steiner-educated children will make faster progress in early literacy than younger standard-educated controls.

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Aim To evaluate the relationship between change in cannabis use and changed cognitive performance over 8 years. Design We used survey methodology with a cohort design. Setting and participants An Australian community sample aged 20-24 years at baseline. Measures We assessed cognitive performance with the California Verbal Learning Test (CVLT) (immediate and delayed), Spot-the-Word test (STW), Symbol Digit Modality test (SDMT) and Digit Backwards (DB). Groups of cannabis users were defined from self-reports across three waves as: 'never' (n = 420) 'remain light' (n = 71), 'former light' (n = 231), 'remain heavy' (n = 60), 'former heavy' (n = 60) and 'always former' (since start of study) (n = 657). Planned contrasts within mixed model repeated-measures analysis of variance was used for longitudinal analysis with an adjusted alpha of 0.01. Findings Data were obtained from 2404 participants with 1978 (82.3%) completing wave 3. At baseline there were significant differences between cannabis groups on CVLT (immediate and delayed) and SDMT. However, after controlling for education, gender, gender ¥ group and gender ¥ wave, there were no significant between-group differences and only CVLT immediate recall reached adjusted statistically significant longitudinal change associated with changed cannabis use (group ¥ wave P = 0.007). Specifically, former heavy users improved their performance relative to remaining heavy users (estimated marginal means: former heavy 6.1-7.5: remain heavy 6.4-6.6). Conclusions Cessation of cannabis use appears to be associated with an improvement in capacity for recall of information that has just been learned. No other measures of cognitive performance were related to cannabis after controlling for confounds.

Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.

The present study evaluates the effects of age, education, and gender in a representative sample of older adults and provides normative data for community-dwelling elderly. Age and gender had significant effects on HVLT-R performance. We provide age-and gender-adjusted normative data. Surprisingly, education level did not affect HVLT-R performance, indicating that education-adjusted norms are not necessary for this measure within this age range. We evaluated a subsample of subjects census-matched on age, education, and gender. These subjects did not differ in overall performance from our entire sample. Therefore, the normative data provided in this paper can be considered to be census-comparable for age, education, and gender.

Several studies have shown deficits in verbal declarative memory function in posttraumatic stress disorder (PTSD). Most of these studies have been performed in men with combat-related PTSD compared with healthy subjects; relatively little is known about memory function in women with abuse-related PTSD, or whether these effects are specific to PTSD or are a nonspecific outcome of exposure to early abuse. The purpose of this study was to assess declarative memory function in women with and without a history of early childhood sexual abuse and PTSD. Forty-three women with and without a history of early childhood sexual abuse and PTSD underwent neuropsychological testing with subtests of the Wechsler Memory Scale-Revised for measurement of verbal and visual memory and subtests of the Wechsler Adult Intelligence Scale for measurement of IQ, and behavioral ratings of PTSD and other psychiatric symptoms. Abused women with PTSD had deficits in verbal declarative memory as measured with the subtests of the Wechsler Memory Scale-Revised compared with women with early abuse without PTSD and nonabused women without PTSD. There were no significant differences in IQ. These findings suggest that early abuse with PTSD is associated with deficits in verbal declarative memory, and that these effects are not related to the nonspecific effects of childhood abuse. a PTSD group less than abused non-PTSD and nonabused non-PTSD groups by Duncan Multiple Range Test (p Ͻ .05). b PTSD less than nonabused non-PTSD, but not abused PTSD (p Ͻ .05) Bremner et al.

It is known that speed and accuracy in recognizing words are constrained by their frequency of occurrence ("frequency esect"). This study bears on the diachrony of the word frequency effect. Our postulates in this respect were (1) that a significant frequency effect should be present throughout adulthood, irrespective of age, and (2) that the magnitude of this effect should be greater among the elderly. Twenty young and 20 older healthy adults were submitted to a lexical decision experiment. Results confirmed our first postulate but invalidated the second one, that is, significant frequency effects were found in both groups but these effects were documented to be of identical magnitude. An attempt is made at explaining the latter result from a theoretical standpoint. The former is interpreted as further evidence that senescence (normal aging) does not interfere with passive. automatic and unconscious mental processes. Moreover, it is suggested that-if observed among otherwise apparently healthy elderly adults-modifications of the frequency effect might be taken as a cognitive marker of disease.