There is an increased risk of falls and MVCs in patients with glaucoma.

This sample of patients with glaucoma with slight to moderate visual field impairment performed many real-world driving maneuvers safely. However, they were six times as likely as subjects with normal vision to have a driving instructor intervene for reasons suggesting difficulty with detection of peripheral obstacles and hazards and reaction to unexpected events.

In this study, mental terms in mothers' and their children's speech at two and three years of age were studied in order to examine the relationships between maternal and child use. Nineteen mother and child dyads were videotaped for one hour on each of two days when the children were 2;0 and again for two one-hour sessions on separate days when they were 3;0, and mental terms were noted. The utterances in which mental terms were used were coded for function. Results supported the existing picture of children's mental term use. Few terms appeared at 2;0, but many were used at 3;0 with think and know predominating. Mental terms occurred more commonly in utterances used to regulate the interaction between the participants than in utterances referring to mental states. Children's mental term use mirrored that of their mothers. Further, mothers' use of mental terms for particular functions when their children were 2;0 predicted their children's use at 3;0. While allowing no conclusions about causation, our findings suggest that the development of mental state language, and thus presumably a theory of mind, is fostered by the linguistic environment. Specifically, it is argued that the tendency of mothers to focus their children's attention on mental processes by talking about them and, more importantly, by using utterance types which conceivably direct the children to reflect on their own mental states, is associated with children's use of mental terms.

Mental terms, including belief and desire terms, were studied in a sample of 14 mother-child pairs longitudinally when the children were 2;0, 3;0, and 4;0 in order to examine the acquisition of these terms. Percentage use of utterances involving belief and desire terms in naturalistic interactions were calculated for each subject. In addition, children at 4;0 were tested for comprehension of the distinctions between the belief terms know, think and guess, using a task designed to assess the understanding of the expression of relative certainty. Results showed an interlocking of mothers' use of belief terms, children's use of desire and belief terms, and children's comprehension of belief terms. Children's use of desire terms at 2;0 was related to their use of belief terms at 3;0 and their comprehension of belief terms at 4;0, perhaps reflecting their developing theory of mind. Maternal use of belief terms when their children were 2;0 was significantly related to their children's concurrent use of desire terms, and significantly predicted their children's use of belief terms both one and two years later.Mothers' use of belief terms at 2;0 also predicted their children's comprehension of belief terms at 4;0. These results are consistent with a picture of maternal linguistic scaffolding of their children's developing theory of mind..

Mental terms, including belief and desire terms, were studied in a sample of 14 mother-child pairs longitudinally when the children were 2;0, 3;0, and 4;0 in order to examine the acquisition of these terms. Percentage use of utterances involving belief and desire terms in naturalistic interactions were calculated for each subject. In addition, children at 4;0 were tested for comprehension of the distinctions between the belief terms know, think and guess, using a task designed to assess the understanding of the expression of relative certainty. Results showed an interlocking of mothers' use of belief terms, children's use of desire and belief terms, and children's comprehension of belief terms. Children's use of desire terms at 2;0 was related to their use of belief terms at 3;0 and their comprehension of belief terms at 4;0, perhaps reflecting their developing theory of mind. Maternal use of belief terms when their children were 2;0 was significantly related to their children's concurrent use of desire terms, and significantly predicted their children's use of belief terms both one and two years later. Mothers' use of belief terms at 2;0 also predicted their children's comprehension of belief terms at 4;0. These results are consistent with a picture of maternal linguistic scaffolding of their children's developing theory of mind.