ObjectiveTo investigate the relationship between the presentation of color knowledge and the motion knowledge. Methods39 patients with brain injury and 39 healthy volunteers were recruited in this study. They were tested with the color attribute judgment task and the motion attribute judgment task. Group analysis and case analysis were taken to investigate the correlation and dissociation between these two tasks. ResultsGroup analysis revealed a positive correlation between the color attribute judgment and the motion attribute judgment task. As for case analysis, 5 patients showed significantly better performance on color attribution judgment than motion attribution judgment. In contrast, another 5 patients showed significantly better performance on motion attribute judgment than color attribute judgment. ConclusionColor knowledge and motion knowledge are represented independently in the brain, which is consistent with the distributed semantic memory theory.

ObjectiveTo study the relationship between representations of verbal sound and non-verbal sound in the brain. Methods39 patients with brain injury and 39 healthy volunteers were recruited in this study. They were tested with the sound-verification task (a non-verbal sound test) and the sound attribute judgment task (a verbal sound test). The software developed by Crawford and Garthwaite was used for data analysis. ResultsGroup analysis revealed a positive correlation between the verbal sound test and non-verbal sound test. As for case analysis, some patients were impaired in the comprehension of verbal sound test, but normal in the comprehension of non-verbal sound test. In contrast, some patients were impaired in the comprehension of non-verbal sound test, but normal in the comprehension of verbal sound test. ConclusionVerbal sound and non-verbal sound are represented independently in the brain. In the process of language rehabilitation of aphasia, attention should not only be paid to verbal sound training, but also to non-verbal sound training.

ObjectiveToevaluatethelevelofsemanticmemoryofpatientswithbraininjuryusinglocalizationofsemanticmemorytest,andtocomparethedifferenceofsemanticmemorybetweenpatientgroupandnormalcontrolgroup,andtoanalyzetherelationshipbetweensemanticmemoryimpairmentandthepositionofbraininjury.Methods25patientswithbraininjury(16withleft braininjury,9withrightbraininjury)and24normalpersonsweretestedwithassociationjudgmenttestofpictureandwordversion.ResultsThescoresofassociationjudgmenttestofbothpictureandwordversionwerelowerinleftbraininjuredpatientsthan normalcontrols(P<001)orrightbraininjured(P<005).Thescoresofpicturecorrelatedwithwordversion(r=0542,P<001).Theincidenceofsemanticmemoryimpairmentwasmoreinleftbraininjurythanright(P<001),aswellasintheleftbasal gangliainjurythanright(P<005).ConclusionAssociationjudgmenttestofpictureandwordversioncanbeusedtoevaluatethe levelofsemanticmemoryofpatients.Semanticmemoryimpairmentisoftenseeninpatientswithbraininjury.Semanticmemoryis lefthemispherelateralized.

Objective: To study the effects of peer attachment and loneliness on self-esteem and to provide suggestions for the development of self-esteem among children in rural area. Methods: A total of 1 009 fourth to sixth graders from ten primary schools in rural area of Sichuan and Henan Provinces participated in this longitudinal study. The self-esteem, peer attachment and loneliness were assessed at baseline, and the selfesteem was assessed after 9-month follow up. Results: After controlling for age, gender, whether parents migrate to work in urban area and self-esteem, peer attachment( β =0.14)and loneliness at Time 1 ( β = -0.13 ) were found to significantly predict self-esteem at Time 2. In addition, the interaction between loneliness at Time 1 and peer attachment at Time 1 on self-esteem at Time 2 was significant( β =-0.08)( P <0.01). Specifically, the relation between peer attachment at Time 1 and selfesteem at Time 2 was greater when children had low level of loneliness at Time 1. Conclusion The findings indicated that initial low level of loneliness facilitates the protective effect of initial peer attachment on later self-esteem. It reminds parents and educators that both promoting children’s secure attachment towards peers and reducing children’s sense of loneliness are needed in order to develop children’s self-esteem in rural area.