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Query: UNIPROT:P50583 (asymmetrical)
 12,197 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

The fetal behaviour of 15 asymmetrical intrauterine growth retarded (IUGR) fetuses was compared to that of a control group of healthy fetuses. Fetuses underwent simultaneous cardiotocographic and ultrasonographic examinations for 2 consecutive hours at 36-38 weeks' gestation. Behavioural states analysis was carried out by means of a computerized system (Digital PDP 11) that allowed the recording of several fetal variables including heart rate (FHR), gross body movements (FM), eye movements (FEM) and breathing movements (FBM). FHR was classified in four different patterns (FHRP) according to Nijhuis et al.; fetal movements were automatically synchronized with FHR and grouped for each FHRP. Several quantitative parameters (i.e. incidence, mean duration, lag time, % time spent moving) were then computed for each movement. There were no statistical differences in the distribution of FHRP between healthy and IUGR fetuses. On the other hand quantitative differences were found when the movements investigated were related to FHRP. In IUGR fetuses FEM were mainly represented by low frequency movements (IEM) during both low (FHRP A) and high variability (FHRP B) FHRP, whereas healthy fetuses exhibited mostly rapid eye movements (REM) during FHRP B and absent type of FEM during FHRP A. Moreover IUGR fetuses showed a reduction of state 1F (quiet sleep) and an increase of periods of no coincidence between behavioural state variable when compared to the control group fetuses. These findings, therefore suggest the existence of quantitative differences in fetal behaviour in asymmetrical IUGR fetuses when compared to healthy fetuses.
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PMID:Computerized analysis of behavioural states in asymmetrical growth retarded fetuses. 322 Dec 94

The self-teaching hypothesis proposes that phonological recoding functions as a self-teaching mechanism enabling the learner to independently acquire an autonomous orthographic lexicon. Successful decoding encounters with novel letter strings provide opportunities to learn word-specific print-to-meaning connections. Although it may not play a central role in skilled word recognition, phonological recoding, by virtue of its self-teaching function, is regarded as critical to successful reading acquisition. This paper elaborates the self-teaching hypothesis proposed by Jorm and Share (1983), and reviews relevant evidence. Key features of phonological recoding include an item-based rather than stage-based role in development, the progressive "lexicalization" of the process of recoding, and the importance of phonological awareness and contextual information in resolving decoding ambiguity. Although phonological skills have been shown to be primary in reading acquisition, orthographic processing appears to be an important but secondary source of individual differences. This implies an asymmetrical pattern of dissociations in both developmental and acquired reading disorders. Strong relationships between word recognition, basic phonological processing abilities and phonemic awareness are also consistent with the self-teaching notion. Finally, it is noted that current models of word recognition (both PDP and dual-route) fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.
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PMID:Phonological recoding and self-teaching: sine qua non of reading acquisition. 778 90