Thursday, June 19, 2014

Mean response times, variability, and sk... [Acta Psychol (Amst). 2000] - PubMed - NCBI

Response time (RT) distributions from three fixed foreperiod conditions (2, 4, and 8 s) in a warned four-choice RT task were obtained for a group of boys with attention-deficit/hyperactivity disorder, combined type (ADHD; n = 17) and for two groups of normal control boys (age-matched, n = 18, and younger-aged, n = 10). Quantitative measures of distributional shape were derived by fitting the ex-Gaussian distributional model to the individual RT data. Statistical results indicate that the ADHD distributions differ from the age-matched control distributions with respect to the size of the tail (larger for the ADHD boys), but differ from the younger control distributions with respect to the location of the leading edge (slower for the younger control boys). Receiver operating characteristic (ROC) results reveal that the ex-Gaussian exponential component is highly diagnostic of the ADHD boys.
http://www.ncbi.nlm.nih.gov/pubmed/10900704

Wednesday, June 18, 2014

Adhd and alcohol

  1. Frequent heavy drinking in early adulthood, particularly prior to age 21, is associated with multiple health and legal consequences including continued problems with drinking later into adulthood. Children with attention-deficit/hyperactivity disorder (ADHD) are at risk of alcohol use disorder in adulthood, but little is known about their frequency of underage drinking as young adults or about mediational pathways that might contribute to this risky outcome. The current study used data from the Pittsburgh ADHD Longitudinal Study to test social impairment and delinquency pathways from childhood ADHD to heavy drinking in early adulthood for individuals with (n = 148) and without (n = 117) childhood ADHD. Although ADHD did not predict heavy drinking, indirect mediating effects in opposing directions were found. A delinquency pathway from childhood ADHD to increased heavy drinking included adolescent and subsequently adult delinquent behavior. A social impairment pathway from childhood ADHD todecreased heavy drinking included adolescent, but not adult, social impairment. These findings help explain the heterogeneity of results for alcohol use among individuals with ADHD and suggest that common ADHD-related impairments may operate differently from each other and distinctly across developmental periods. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

http://psycnet.apa.org/journals/pha/22/2/110/adhd

Thursday, June 12, 2014

Getting my eyes lined up with my new glasses

Got my new glasses.  I get a lot more peripheral vision and a bit more of a sense of space but my eyes are hurting.  So I had the optician double check the lenses.  In fact had two opticians double check the lenses and they are OK.  So went and had another visit to the optometrist.

He thinks we have a bit of a dilemma. We can decrease the amount of prism and my eyes won't be aligned as much but I will be more comfortable.  Or we can leave them as is.  He is trying to pinpoint the exact nature of the problem...whether it has something to do with binocularity or something else.  I looks at a test for far fixation with a red and green cross.   I could make the cross but it was jiggling.
So he patched me for twenty minutes with each eye.  Each eye was relieved a bit and the pain diminished but not completely.  We thought it might be better to do a day test patching an eye starting in the morning as my eyes get quite tired with these new glasses and see what happens.

We might cut the prism and start with a lower power prism and I might go back to home exercises and work on aligning a bar on my TV set.

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Tuesday, June 3, 2014

Profiles of the gifted and talented


Profiles of the Gifted and Talented
The following presentation of six different profiles of gifted and talented students can provide information for educators and parents about the behavior, feelings, and needs of gifted and talented children and youth. It is important to remember that this is a theoretical concept that can provide insights for facilitating the growth of the gifted and talented, not a diagnostic classification model.

The six different types are:  successful, challenging, underground, dropout, double labeled, autonomous learner....