A series of six experiments compared the characteristics of hypothermia-induced amnesia for newly acquired and old reactivated memories. Old memory, when reactivated by cue exposure, was disrupted by mild or deep hypothermia treatment, while new memory was impaired only by deep cooling. Mild hypothermia had no disruptive influence on either new or old memories. Old, but not new, learning showed recovery from amnesia in a ' test-retest procedure. The onset of amnesia was more rapid for an old reactivated memory than for a newly acquired memory. The susceptibility of memory to disruption decreased over time following original learning or cue reactivation, although this decrease was, if anything, more rapid following the cuing procedure. Recovery from amnesia could be induced by a recooling reminder treatment and was similar for both new and old memories. It was suggested that activity of, or access to, memory rather than age per se determines susceptibility to disruption. The process of memory reactivation appears somewhat more sensitive, rapid, and brief than the process(es) of memory formation. However, that the underlying old memory remains stable over time was supported by the strong retention when specific implicit or explicit reactivation cues were available. The temporal organization has long been held as an important dimension in the study of the diseases of memory. Since the late 19th century, when Ribot (1883) formulated his "law of regression," old memories have been viewed as more stable and less susceptible to disruption than recently acquired learning. However, since this rule was based on anecdotal and observational reports of human amnesia and senility, it is not surprising that the clinical literature suggests little agreement on the validity of Ribot's
To assess the concurrent validity of standardized achievement tests using teachers' ratings (and rankings) of pupils' academic achievement as criteria, 42 teachers evaluated each of their students (n = 1,032) in each of five major curricular areas prior to the administration of a battery of standardized achievement tests. The teachers were directed to rate each student's proficiency disregarding attendance, attitude, deportment, and so on. Within-class correlation coefficients were computed to eliminate rater leniency bias. The standardized achievement tests were found to have substantial concurrent validity in reading, math, language arts, science, and social studies. The normalized teacher ranks yielded significantly higher validity coefficients than did the ratings, although the magnitude of the difference was small. The concurrent validity coefficients for language arts, reading, and math were significantly higher than those in science and social studies.
People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.
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