The misclassification of blinks as saccades: implications for investigations of eye movement dysfunction in schizophrenia.

It is important to have a simple. accurate method for recording eye movements. Of the two popular approaches commonly adopted, electro-oculography (EOG) and infrared oculography (IROG), IROG is often accepted as the more accurate, and it is the method that is currently used most frequently to examine eye movements in schizophrenia. This study investigated whether the misclassification of blinks as saccades affects saccade rates when the presence of a blink is determined using only IROG recordings of eye position. Both vertical electro-oculography (VEOG), which can be used to objectively identify blinks, and IROG were recorded while 17 schizophrenia patients and 19 healthy controls were presented with sinusoidal stimuli. Of the blinks identified with the VEOG for the total group of participants, a substantial number (37%) were misclassified as catch-up and anticipatory saccades when only the IROG was used. Furthermore, in the schizophrenia group, but not in the healthy control group, the use of the IROG led to a significant misclassification of blinks as anticipatory saccades. Therefore, when IROG alone is used to identify blinks, the misclassification of blinks as saccades is likely to introduce measurement error into estimates of saccade rates, particularly estimates of anticipatory saccade rates in schizophrenia patients.

Developmentally regulated cell cycle dependence of swelling-activated anion channel activity in the mouse embryo.

Anion channels activated by increased cell volume are a nearly ubiquitous mechanism of cell volume regulation, including in early preimplantation mouse embryos. Here, we show that the swelling-activated anion current (I(Cl,swell)) in early mouse embryos is cell-cycle dependent, and also that this dependence is developmentally regulated. I(Cl,swell) is present both in first meiotic prophase (germinal vesicle stage) mouse oocytes and in unfertilized mature oocytes in second meiotic metaphase, and it persists after fertilization though the 1-cell and 2-cell stages. I(Cl,swell) was found to remain unchanged during metaphase at the end of the 1-cell stage. However, I(Cl,swell) decreased during prophase and became nearly undetectable upon entry into metaphase at the end of the 2-cell stage. Entry into prophase/metaphase was required for the decrease in I(Cl,swell) at the end of the 2-cell stage, since it persisted indefinitely in 2-cell embryos arrested in late G(2). There is considerable evidence that the channel underlying I(Cl,swell) is not only permeable to inorganic anions, but to organic osmolytes as well. We found a similar pattern of cell cycle and developmental dependence in the 1-cell and 2-cell stages for the swelling-induced increase in permeability to the organic osmolyte glycine. Thus, entry into metaphase deactivates I(Cl,swell) in embryos, but only after developmental progression through the 2-cell stage.

Heritability of different measures of smooth pursuit eye tracking dysfunction: a study of normal twins.

Research studies have found that smooth pursuit eye movement dysfunction may serve as an index of genetic liability to develop schizophrenia. The heritability of various measures of smooth pursuit eye tracking proficiency and the saccades that occur during smooth pursuit was examined in 64 monozygotic (MZ) and 48 dizygotic (DZ) twin pairs. Two age cohorts were assessed (11-12 and 17-18 years of age). Intraclass correlations indicated significant similarity in the MZ twins for almost all measures in both age cohorts, whereas few of the DZ twin correlations attained significance. Biometrical modeling indicated that genetic mechanisms influence performance on both global and specific eye tracking measures, accounting for about 40% to 60% of the variance. These findings suggest that the underlying brain systems responsible for smooth pursuit and saccade generation during pursuit are under partial genetic control.

Glycine transport by single human and mouse embryos.

Mouse zygotes and early cleavage-stage embryos have previously been shown to utilize glycine as an organic osmolyte, accumulating it to oppose any decrease in cell volume. Such glycine uptake in early cleavage-stage mouse embryos is via the glycine-specific Gly transporter. Mouse embryos also possess swelling-activated channels which function to release osmotically active glycine and other osmolytes when cell volume becomes too large. In this study it was found that human cleavage-stage embryos also transported glycine via a similarly saturable, sarcosine-inhibitable transporter, implying that the Gly transporter also mediates glycine transport in human embryos. Mouse zygotes have previously been shown to accumulate more intracellular glycine when cultured at increased osmolarities for 24 h. It was found in the current study that this ability was lost as preimplantation mouse embryo development proceeded, and that early cleavage-stage human embryos may also be capable of such osmosensitive accumulation of glycine. Finally, using spare human eggs which had failed to fertilize or cleave, the presence of swelling-activated currents resembling those in mouse zygotes was demonstrated. These data indicate that osmoregulation in early human embryos occurs via similar mechanisms as in the mouse.

Fine-grained auditory discrimination: factor structures.

This research tested the hypothesis that as children's language development matures, factor-analytic structural changes occur that are associated with measurements of fine-grained auditory discrimination, receptive vocabulary, receptive language, speech production, and three performance subtests of the WISC-R. Among 6- to 7-year-old children, the percent of total variance attributed to the factor defined by fine-grained auditory discrimination measures was approximately 43% for children who were intellectually impaired (Experiment 2), 27% for youngsters who had language-learning problems, and 16% for regularly progressing children (Experiment 1). The WISC-R subtest scores, generally, did not load on the auditory discrimination factor. The difference in variance explained by the auditory discrimination factor was interpreted as representing greater relative importance of auditory discrimination among children with less-well-developed language competencies than among children with more mature language skills. This interpretation was strengthened by the finding of no distinct auditory discrimination factor for 8- to 11-year-old children who were either regularly progressing or language-disabled even though the language/speech factor at this age closely resembled that found among younger children. Results were consonant with Ackerman's (1987) model, suggesting that task-specific variance associated with tasks that remain resource-dependent may diminish after practice and experience.

Asymmetrical discrimination of narrow-band stimuli.

A three-interval, forced-choice procedure that obtained complete psychometric functions was used to study frequency discrimination for 13-item continua of impulse-generated, narrow-band, buzz-like, steady-state sounds. For all subjects and durations, discrimination relative to the highest center frequency (1060 Hz) stimuli was better than discrimination relative to the lowest center frequency (940 Hz). This result is not in consonance with traditional reports of pure tone frequency discrimination and is not readily explained. However, additional experiments with similar stimuli replicated these findings.

Discrimination of second-format-like frequency transitions.

Discrimination of two types of simulated single-second-format frequency transitions was studied, transitions where members of a stimulus set shared the same onset frequency and transitions where stimuli of a set shared the same offset frequency. Experiment 1 employed an adaptive procedure to measure just-noticeable differences for transitions that increased in frequency. Experiment 2 obtained complete psychometric functions, based on a three-interval, forced-choice procedure, for transitions that either increased or decreased in frequency. In both experiments, better discrimination occurred for longer stimuli, measured in hertz/millisecond, and for transitions that shared the same onset frequency. There were no differences, in Experiment 2, between discrimination of rising and falling transitions. Results are considered from several theoretical perspectives.

Perception of gated, highly familiar spoken monosyllabic nouns by children with and without learning disabilities.

A forward-gating procedure employing highly familiar monosyllabic words was used in auditory testing of age- and gender-matched children with learning disabilities and normally achieving children aged 8 to 11 years. The portion of the word presented, or "gate," was longer on each successive trial. Nondisabled children identified an average of one more word than the children with learning disabilities, but the mean duration required for word identification did not differ between groups. Better receptive vocabulary scores were associated with identification of words at shorter durations only among the children with learning disabilities. The two groups of children had similar numbers of different meaningful-word and different non-word incorrect responses. The children with learning disabilities exhibited poorer fine-grained auditory discrimination than a control group of nondisabled children. The study concluded that auditory closure skills for the gating task were as good among children with learning disabilities as among nondisabled children, but that sensory discrimination problems may contribute significantly to the learning difficulties of the former group.

Fine-grained auditory discrimination and performance on tests of receptive vocabulary and receptive language.

This research investigated the relation between children's performance on two measures of receptive language and children's auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages of language learning.

Discrimination of rising and falling simulated single-formant frequency transitions: practice and transition duration effects.

Two experiments evaluated discrimination of simulated single-format frequency transitions. In the first experiment, listeners received practice with trial-by-trial feedback in discriminating either rising or falling frequency transitions of three different durations (30, 60, and 120 ms). Transitions either occurred in isolation or were followed by a steady-state sound matched in frequency to the transition end point. Some improvement in discrimination over practice runs occurred for the shortest transitions. Whether performance was evaluated at the beginning or end of practice, there were no differences attributable to transition direction or to whether transitions were followed by steady-state sound. Discrimination, however, was significantly better for the longest transitions. Just noticeable differences (jnd's) for the longest transitions, measured in Hz at transition onsets, were of approximately the same magnitude as jnd's for steady-state sounds that were equal in frequency to the midpoints of the transitions. Subjects of the second experiment discriminated the longer rising and falling transitions, but did not receive extensive practice. Results of experiment 2 replicated results of experiment 1 in showing similar jnd's. Experiment 2 also showed no differences attributable to transition direction or to the presence of the steady-state sound following transitions.

Age differences in discrimination of simulated single-formant frequency transitions.

We studied auditory discrimination of simulated single-formant frequency transitions that resembled portions of certain speech consonants. Significant age differences in transition discrimination occurred; both children and older adults required larger acoustic differences between transitions for discrimination than did teenagers/young adults. Longer transitions were more easily discriminated than shorter transitions by all listeners, and there were no differences between discriminations of rising and falling transitions. Teens/young adults and older adults, but not children, required larger frequency differences to discriminate frequency transitions followed by a steady-state sound than for transitions alone. There were also age differences in discrimination of steady-state sounds. These developmental-perceptual differences may help explain why children and older adults who have good pure-tone sensitivity may experience difficulty in understanding speech.

Fine-grained auditory discrimination in normal children and children with language-learning problems.

Two large groups of children--one progressing normally in school and the other exhibiting language-learning problems--were tested on a set of fine-grained auditory discrimination tasks that required responding to small acoustic differences. Discriminant analysis procedures, using only results for the auditory tasks, correctly classified nearly 80% of the 6- and 7-year-olds and nearly 65% of the 8- to 11-year-olds according to their school placements. Percentages of correct classifications increased to 87% and 75% when measures of receptive vocabulary (PPVT-R), receptive language (the Token Test for Children), and the Digit Span, Coding, and Block Design subtests of the WISC-R were also included in the discriminant functions. Results suggested that fine-grained auditory discrimination makes a major contribution to language learning, particularly in the early elementary school years.

Longitudinal changes in auditory discrimination in normal children and children with language-learning problems.

Two groups of children--one progressing normally in school and the other exhibiting language-learning problems--were tested in each of 3 years on a set of fine-grained auditory discrimination tasks that required listening for small acoustic differences. Children's ages ranged from 6 to 9 years; there were 21 children per group. The children with language-learning problems, despite having normal intelligence and normal pure-tone sensitivity, showed poorer auditory discrimination than normal children for temporally based acoustic differences. This effect continued across the 3 years. Children with language-learning problems also exhibited poorer receptive vocabulary and language performance as well as more deviations from standard Midwest articulation than children making normal progress in school. All children had hearing within the normal range, but at some frequencies there was a significant association of pure-tone sensitivity with performance on the auditory discrimination, receptive language, and speech production tasks.