Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 9

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

THE RESEARCH LOGICS OF DEVELOPMENTAL PLASTICITY

100%
Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
3-8
EN
The essay surveys the methods of studying developmental neuroplasticity at the meeting points of neuroscience and cognitive science. How is this issue related to debates on modularity? How does plasticity appear in disorders of different origin, from clearly and supposedly genetic impairments to clearly acquired ones.
2

SPACE AND THE WORLD OF LANGUAGE

100%
Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2007
|
vol. 62
|
issue 3
279-312
EN
Modern psycholinguistic studies started to use experimental and child language observational data on spatial language to obtain evidence for the primacy issue: what leads, language or spatial cognition in the articulation of spatial language. The author's studies on Hungarian, a language characterized by rich agglutination and an articulate spatial language system follow this pattern. The author was particularly interested to see how the unfolding and impairment of the spatial language system supports claims of universality in a language where some conceptual distinctions are particularly easy to observe due to the clear and obligatory marking. Hungarian data illustrate how a universal cognitive tendency - the primacy of goals - can be shown to exist very early on in a language that requires distinctions along the path (e.g. in, into,'from inside'). This tendency was shown in learning artificial space markers as well, and it was present both in normal and in developmentally impaired populations, notably in Williams syndrome. At the same time, probably due to their impairments to the parietal lobe, Williams syndrome subjects do show a lower performance in spatial language. However, this lower performance follows the same pattern as in typically developing subjects. The paper tries to relate the different approaches, namely psychological, linguistic, developmental, neuroscience, and evolutionary approaches to understand the complexity of coding spatial distinctions in language.
3

EARLY HUNGARIAN EXPERIMENTAL PSYCHOLOGY AND THE GREAT WORLD. TO REMEMBER GÉZA RÉVÉSZ (A korai magyar kiserleti pszichologia es a nagyvilag - Révész Géza emlekere)

100%
Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2009
|
vol. 64
|
issue 3
467-495
EN
The paper shows the vicissitudes of Hungarian experimental psychology from late 19th century. The outstanding scholar also represented particular social life paths as well. Géza Révész the outstanding hearing psychologist had to emigrate due to his role in higher education changes during the revolutions after the Fist World War, while the founder of modern comparative psychology in Hungary Paul Schiller had to leave the country due to his right wing family associations, after the Second World War. During the difficult years of socialism between 1950-1970 Lajos Kardos acted as a savior of the experimental approach, with his works on animal memory and the origins of mental life. Experimenters at the same time belonged to broader social and psychological networks. Hungarian psychology was characterized for quite a while with the coexistence of different patterns of hybridization and a wider cross talk between the alternative networks.
4

NEW FACES AT THE HUNGARIAN ACADEMY: VALÉRIA CSÉPE

100%
Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2007
|
vol. 62
|
issue 4
489-494
EN
In May 2007 the General Assembly of the Hungarian Academy of Sciences elected a psychologist Valéria Csépe. She is a psycho-physiologist working on developmental disorders. The interview discussed her views on the relationships between psychology and biology in present day research, in training, and in academic careers.
5

LINGUISTIC RELATIVITY AND NEURONAL PLASTICITY

63%
Fekete I., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
181-211
EN
Languages in the World differ in many aspects. Do linguistic differences lead to differences in thinking? If the answer is in the affirmative, then which aspects of language cause differences in thinking, and how strong is their effect? The article discusses the relationship between language and thinking and the different conceptions of linguistic relativity. Linguistic relativity claims that linguistic differences cause differences in thinking. A unique conception of linguistic relativity is called processing relativity: certain types of languages use the universal processing mechanisms in a different way. Linguistic relativity can be interpreted in the context of neuroplasticity as well: can different (first-) language experiences affect the fixation of plastic brain areas? In this respect we touch upon recent neuroimaging and genetics results from the field of tonal languages. Taken together, we advocate the weak version of linguistic relativity, the universal processing mechanisms, and the linguistic governing of neuroplasticity.
6

CHANGES IN THE USE OF SPATIAL FRAMES OF REFERENCE IN TYPICALLY DEVELOPING AND WILLIAMS SYNDROME CHILDREN

51%
Ivady R. E., Felhosi G., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
213-250
EN
This study aimed to reveal the relationship between language and thinking, more specifically the linguistic relativism theory as formulated by Levinson (1996) and colleagues (Pederson, Danziger et al., 1998). The authors examined developmental change in the use of frames of reference in five typically developing groups (3-10 years) and a Williams syndrome group (7-21 years). Williams syndrome children were chosen to tease apart the different effects of language (relatively unimpaired) and cognition (mildly/severly impaired). Participants had to memorize a spatial array, then turn 180° and choose between two arrays, differing only in their frame of reference (relative or absolute). The authors also administered various tests (TROG, RAVEN, Corsi, RMET) to examine individual differences. The developmental trend was exactly the opposite of the hypothesis posed by Levinson: speakers of an inherently intrinsic/relative language seemed to prefer absolute choices increasingly with age. Yet a connection between language and reference frames could not be established by way of a correlation between administered language proficiency tests and preferred frame of reference. Williams syndrome children showed radically different preferences in the test, so we must conclude that their relatively impaired language could not give them a crutch in the task. The authors conclude that probably there is a threefold causality in the choice of reference frame in children: 1. Biological effects (such as sex and handedness) and 2. individual differences (such as intelligence and spatial memory) have a large impact on spatial reference choices (possibly only in childhood). 3. Both immediate (visible allocentric and egocentric cues) and general environment (education, culture) are important, yet language alone does seem to play a role.
7

SPATIAL MEMORY FOR REFERENCE POINTS AND PATHS IN WILLIAMS SYNDROME: THE MAP TASK

51%
Racsmany M., Lukacs A., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
87-102
EN
Williams-syndrome is a rare genetic disorder characterized by a specific developmental profile following damage to a sequence on chromosome 7. A basic feature of the WS cognitive profile is assumed to be a dissociation between verbal and spatial abilities. In the authors' studies spatial memory performance of WS children was compared with three matched control groups. These studies allow for the analysis of several methodological and theoretical issues concerning spatial memory. The central issue in their studies was the attempt to elaborate a new task to measure spatial memory based on ecologically familiar tasks. This is the so called Map task requiring long term learning of spatial reference points and paths. Using the Map task they were able to show impaired performance in subjects with Williams syndrome both in acquiring reference points and paths. Spatial working memory capacity had a clear influence on long term spatial learning. However, retention of reference points had a stronger relationship to working memory capacity than performance regarding paths. On the whole, the Map task seems to be a useful procedure to investigate the development of spatial memory abilities.
8

NUMERICAL ABILITIES IN WILLIAMS-SYNDROME: DISSOCIATED ANALOGUE QUANTITATIVE SYSTEM AND VERBAL RECALL

45%
Krajcsi A., Igacs J., Lukacs A., Racsmany M., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
103-115
EN
Williams syndrome (WS) is a rare genetic disorder accompanied by serious damage to numerical abilities. The working of two numerical systems, the analogue amount system and the verbal system, were investigated in Williams syndrome. Three different numerical tasks were used: simple addition, simple multiplication, and number comparison. A new matching method was introduced to find a proper control group. Typically developing control groups were matched using reaction time data from one of the tasks. The WS group had a relatively fast reaction time in addition and multiplication tasks (verbal recall of the number table), but the group was slow in number comparison (analogue quantity estimation in the intraparietal sulcus). In the number comparison task no reverse number effects were found, and the distance effect was stronger then in the control groups. On the basis of these data the postulation of an impaired analogue quantity system together with a relatively intact verbal recall system in Williams syndrome is supported.
9

VERBAL WORKING MEMORY AND MORPHOLOGICAL COMPLEXITY

45%
Nemeth D., Ivady R. E., Mihaltz M., Krajcsi A., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2006
|
vol. 61
|
issue 2
265-298
EN
The main purpose of this research is to study the relationship between verbal working memory an morphological complexity of words. Hungarian as an agglutinative language is of special interest for psycholinguistic inquiries in morphology. The authors present three word-recall experiments. The recall of words was measured by the classical span design. The item lists consisted of 2 syllable stems and 2 syllable morphologically complex words (stem + suffix). Within one list the words were of the same length, the same phonological structure (CVCVC), the same fluency and the same concreteness. The experimental design was the same with 3 syllable words as well. The capacity of the phonological loop was measured by digit span and non-word repetition. Results indicated that morphological complexity has a significant effect on word span. Partial correlation analysis suggests that the effect of the phonological loop on morphologically complex words is mediated by stems rather than suffixes.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.