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BACKGROUND: Neuropsychiatric features and intellectual difficulties have been reported in studies of Darier's disease. Learning disabilities have never been reported or evaluated systematically in these patients. OBJECTIVE: To assess the prevalence of learning disabilities in 76 patients with Darier's disease, and cognitive functioning in 19 of them. METHODS: The data were collected by two methods: a questionnaire, as part of a larger study on the clinical characteristics of 76 patients; and neuropsychological measures for the assessment of learning disabilities in 19 of them. RESULTS: Thirty-one of the 76 patients reported learning disabilities (41%) and 56 (74%) reported a family history of learning disabilities. Significant differences were found between the 19 patients evaluated on cognitive tasks and a control group of 42 skilled learners on subtraction and multiplication tasks. Six (32%) of the 19 were identified as having reading difficulties and five (26%) exhibited low performance on the Concentration Performance Test. All patients had general cognitive ability in the average range. CONCLUSIONS: Findings suggest an association between Darier's disease and learning disabilities, a heretofore unreported association, pointing to the need to obtain personal and family history of such disabilities in order to refer cases of clinical concern for further study.

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In the present study, the authors examined differences in brain activity, as measured by amplitudes and latencies of event related potentials (ERP) components, in Hebrew-speaking adult dyslexic and normal readers when processing sentence components with different grammatical functions. Participants were 20 dyslexic and 20 normally reading male college students aged 18-27 years. The authors examined the processing of normal word strings in word-by-word reading of sentences having subject-verb-object (SVO) syntactic structure in self- and fast-paced conditions. Data revealed that in both reading conditions, the N100 and P300 ERP components were sensitive to internal processes such as recognition of words' grammatical functions. However, the results revealed that fast-paced reading rate might affect this process, as was reflected in the systematic changes of amplitudes and latencies of both ERP components. In accelerated reading, a significant decrease of latencies and increase of amplitudes in dyslexics were shown. It was also found that influence of fast-paced reading rate was realized in the full usage of the word-order strategy in sentence processing. In turn, this fact confirmed the hypothesis concerning a syntactic processing "weakness" in dyslexia.

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The present study was designed to investigate whether accelerated reading rate influences the way adult readers process sentence components with different grammatical functions. Participants were 20 male native Hebrew-speaking college students aged 18-27 years. The processing of normal word strings was examined during word-by-word reading of sentences having subject-verb-object (SVO) syntactic structure in self-paced and fast-paced conditions. In both reading conditions, the N100 (late positive) and P300 (late negative) event-related potential (ERP) components were sensitive to such internal processes as recognition of words' syntactic functions. However, an accelerated reading rate influenced the way in which readers processed these sentence elements. In the self-paced condition, the predicate-centered (morphologically based) strategy was used, whereas in the fast-paced condition an approach that was more like the word-order strategy was used. This new pattern was correlated with findings on the shortening of latency and the increasing of amplitudes in both N100 and P300 ERP components for most sentence elements. These changes seemed to be related to improved working memory functioning and maximized attention.

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The authors examined differences in brain activity as measured by amplitudes and latencies of event-related potential (ERP) components in Hebrew-speaking adult dyslexic and normal readers. The participants were measured while processing words' syntactic functions during reading of sentences with subject-verb-object syntactic order. The results suggested that among dyslexic and normal readers, N100 and P300 ERP components were sensitive to certain constituents of syntactic analysis for target words in accordance with their grammatical roles. The findings further demonstrated significant differences in ERP measures between dyslexic and normal readers. Compared with normal readers, dyslexic readers exhibited consistently higher amplitudes and longer latencies in both ERP components for the subject of the sentence. Significant, though less consistent, ERP variations were observed for other sentence elements. In addition, dyslexic readers differed from normal readers in their processing strategies. For normal readers, the verb-oriented, morphologically based strategy was found to be the most efficient for sentence processing in Hebrew, whereas the dyslexic readers demonstrated a more primitive mode of identification of words' grammatical roles, namely, the word-order strategy. The results support the hypothesis that there is a syntactic processing "weakness" in dyslexics.

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Brain activity among 15 male, college-level, normal readers in Israel was examined during phonological and orthographic word-recognition tasks. Both electrophysiological (event-related potentials, or ERPs) and behavioral measures were obtained. Data indicated that (a) behavioral accuracy was almost perfect for all the experimental tasks, and (b) although P200 and N400 ERP components were elicited in the experimental tasks, the latencies of those components were significantly longer and their amplitudes significantly higher in the phonological task. Variations in vowel information had no effect on word recognition in either type of task. The results suggest that among skilled readers of Hebrew, phonological processing during word recognition may be more effortful and may demand greater cognitive resources than orthographic processing. Furthermore, the additional phonological information represented in vowels appears to contribute little to word recognition in this population. These findings support earlier research on skilled reading in Hebrew as well as current theoretical models of reading.

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Eighty students participated in a follow-up study investigating the relationship between the ability to concentrate and academic achievement among low-socioeconomic-status (LSES) and high-socioeconomic-status (HSES) 4th grades. The results indicated that the differences between the ability to concentrate and academic achievement found when the students were in the 1st grade (Norman & Breznitz, 1992) persisted, in part, to the 4th grade. Compared with HSES children, LSES children obtained significantly lower scores on measures of academic achievement and concentration. Additional measures of school behavior included in the present study revealed that LSES children were more likely to be characterized by aggressive-impulsive behavior. This behavior accounted for most of the differences found between HSES and LSES pupils on the academic and concentration measures.

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Eight college level readers were given short paragraphs for reading, presented on a computer terminal in units of 2 or 3 words at a time. Two conditions were presented, a fast reading session with an inter-stimulus interval (ISI) of 1.1 seconds, and a slower session with an ISI of 1.2 seconds. EEG and ERP measures were obtained. ERP findings revealed a late central-posterior negativity which was sensitive to the effect of varying ISI by showing shorter latencies, of about 110 msec, to the smaller interval. An earlier component complex consisting of a bi-temporal-occipital negativity and frontal positivity was observed between 155 and 175 msec. This component was not observed to be sensitive to variation of ISI. Analysis of the unaveraged EEG activity by FFT and absolute power measures revealed that the activity was primarily slow wave (0-7.5 HZ), and right-sided. Findings suggested that the brain functions as an integrated whole during reading, activating a diffuse set of neural generators.

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Speech content, voice quality, and temporal pacing of speech were evaluated for 11 well and 11 depressed women. Sadness was the dominant mood of the depressed women's speech, whereas happiness and mood neutrality characterized the well women's speech. The well women's tone of voice changed with the content of their speech. The well women spoke with a wide range of fundamental frequency, and the average fundamental frequency of their voices changed according to speech content. In contrast, the depressed women spoke with a narrow range of fundamental frequency, and the average fundamental frequency of their speech was unaffected by speech content. The depressed women spoke with longer pauses than the well women did. The results of this study contribute to the understanding of measures for assessing depression.

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Previous research (Breznitz, 1987a) indicated that prompting first-graders to read faster than usual increases their comprehension. The present study was conducted to clarify which of the speech elements that comprise reading time is affected when reading pace is accelerated. First-graders (N = 76) read aloud three parallel forms of a comprehension test, at self- and fast-paced rates consecutively, followed by a second self-paced reading. Vocalization time, pause time, pause frequency, and the average length of vocalizations and pauses were determined with an automatic vocal transaction analyzer. During fast-paced reading, children made fewer and shorter pauses, vocalized at a faster rate, and tended to speak in longer units. The speech characteristics indicative of fast-paced reading were significantly correlated with reading comprehension, even during self-paced reading, and can serve as indicators of effective reading.

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Twenty-five mother-toddler dyads with depressed mothers were compared with 25 dyads with well mothers on measures of attention during 20 min of spontaneous play in a home-like setting. Children of depressed women focused attention on more objects for shorter durations. Group differences could be accounted for by mothers' involvement in their children's play. Depressed women initiated and terminated more instances of attention to objects than well mothers. Correlations between maternal behaviors and children's attention were statistically significant. Results support the hypothesis that poorer attention of children of depressed women is at least in part mediated by inculcation.

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The speech behavior of 14 depressed and 18 nondepressed mothers during conversations with their 3-year-old children was examined in this study. Given the general motor retardation, reduced energy level, and social withdrawal of depressed individuals, the speech patterns of depressed mothers were predicted to differ from the speech patterns of well mothers. Depressed mothers vocalized less often and responded less quickly to the cessation of their children's speech than healthy mothers. However, in a mildly stressful situation (awaiting a doctor's visit) the depressed mothers, but not the healthy mothers, significantly increased their level of speech productivity. Children of the depressed mothers spoke less than children of healthy women, particularly while sitting and eating lunch with their mothers. The observed difference in the mothers' behaviors was interpreted as an indication that the 2 groups of children are exposed to very different patterns of socialization. The offspring of depressed women are being taught both to keep social interaction to a minimum and to be overreactive to even mild stresses. The differences in the children's behavior may indicate that already these 3-year-old children have learned to keep their interactions with their mother to a minimum. This manner of adaptation may have negative effects on the child's continued social, emotional, and cognitive development.

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