The Effects of Early Middle Ear Pathology on Auditory Perception and Academic Achievement

1981 ◽  
Vol 46 (3) ◽  
pp. 301-307 ◽  
Author(s):  
Pauline J. Brandes ◽  
Diane Ehinger Karsh
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Visual Perception ◽  
Middle Ear ◽  
Group Performance ◽  
Test Battery ◽  
Verbal Intelligence ◽  
Perceptual Skills ◽  
Special Support ◽  
Middle Socioeconomic Status

Two groups of children were compared to determine the effects of early middle ear pathology on the development of auditory perceptual skills and academic achievement. The conductive loss (CL) group consisted of 15 children, aged seven to nine years, with histories of middle ear pathology. The normal control (NC) group was matched for age, sex, and socioeconomic status and had negative histories of middle ear pathology. Both groups were from a suburban community of primarily middle socioeconomic status. A test battery consisting of 12 auditory perceptual tests as well as measures of academic achievement, non-verbal intelligence and visual perception was administered. Results showed that the overall performance of the CL group on the test battery was significantly lower than that of the NC group. Performance of the CL group was also significantly lower in specific auditory perceptual areas. No significant differences were found on tests of non-verbal intelligence or visual perception. Although scores were not significantly different on academic achievement tests, school records indicated that the CL loss group had received more special support services than the controls. This investigation suggests that early middle ear pathology may produce secondary effects that can persist well beyond the episodes of temporary conductive hearing loss.

Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study

2018 ◽  
Vol 125 (5) ◽  
pp. 966-988 ◽  
Author(s):  
Elna de Waal ◽  
Anita E. Pienaar ◽  
Dané Coetzee
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Visual Perception ◽  
Rank Order ◽  
Spatial Relationships ◽  
Grade Point ◽  
North West ◽  
Perceptual Skills ◽  
The North ◽  
Perceptual Abilities

Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.

Comparison of Verbal Intelligence of Young Children from Low and Middle Socioeconomic Status

1971 ◽  
Vol 28 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Norman L. Berg ◽  
Sandra D. Berg
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Racial Differences ◽  
Racial Integration ◽  
Low Ses ◽  
Vocabulary Test ◽  
Verbal Intelligence ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Middle Socioeconomic Status

The hypothesis that 20 young children from a middle-SES school would score higher in verbal intelligence assessed by the Peabody Picture Vocabulary Test than 20 young children from a low-SES school was not supported. Data showed that racial differences existed in the verbal intelligence of these kindergarteners in a school undergoing racial integration. This finding deserves consideration in programs of rapidly integrating schools and neighborhoods.

Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status

2021 ◽  
pp. 1-17
Author(s):  
David R. Skvarc ◽  
Anne Penny ◽  
Travis Harries ◽  
Christopher Wilson ◽  
Nicki Joshua ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
New Zealand ◽  
Screen Time

scholarly journals Socioeconomic status as determinant of risk factors for overweight in adolescents

2011 ◽  
Vol 16 (10) ◽  
pp. 4051-4057 ◽  
Author(s):  
Rômulo Araújo Fernandes ◽  
Diego Giulliano Destro Christofaro ◽  
Jefferson Rosa Cardoso ◽  
Enio Ricardo Vaz Ronque ◽  
Ismael Forte Freitas Júnior ◽  
...  
Keyword(s):  
Risk Factors ◽  
Socioeconomic Status ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Anthropometric Data ◽  
Cross Sectional ◽  
Low Socioeconomic ◽  
Adolescent Overweight ◽  
High Ingestion ◽  
Middle Socioeconomic Status

OBJECTIVES: To analyze risk factors for overweight among adolescents grouped in three different socioeconomic levels. METHODS: This cross-sectional study included 1779 adolescents aged 11 to 17 years, grouped according to socioeconomic status (low, middle, and high). Parents reported their own anthropometric data and the adolescents had their anthropometric data taken by trained researchers, and completed three questionnaires. RESULTS: The prevalence of overweight was 16.7%, 23.8%, and 26.3% in low, middle and high socioeconomic status, respectively (P= 0.001). In all socioeconomic status, parent's overweight was associated with adolescent overweight (all P< 0.05). The students in both high (PR= 1.90) and middle socioeconomic status (PR= 2.00) from private schools were associated with overweight, and the students from low socioeconomic level to sedentary behavior (PR= 2.25) and high ingestion of fried food (PR= 2.35). CONCLUSION: In each socioeconomic status the overweight was associated with different risk factors in different ways, except for parents overweight.

Influence of Movement Expertise on Visual Perception of Objects, Events and Motor Action

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Kai Essig ◽  
Oleg Strogan ◽  
Helge Ritter ◽  
Thomas Schack
Keyword(s):  
Eye Movements ◽  
Visual Perception ◽  
Visual Attention ◽  
Saliency Map ◽  
Long Term Memory ◽  
Bottom Up ◽  
Term Memory ◽  
Perceptual Skills ◽  
Control Learning

Various computational models of visual attention rely on the extraction of salient points or proto-objects, i.e., discrete units of attention, computed from bottom-up image features. In recent years, different solutions integrating top-down mechanisms were implemented, as research has shown that although eye movements initially are solely influenced by bottom-up information, after some time goal driven (high-level) processes dominate the guidance of visual attention towards regions of interest (Hwang, Higgins & Pomplun, 2009). However, even these improved modeling approaches are unlikely to generalize to a broader range of application contexts, because basic principles of visual attention, such as cognitive control, learning and expertise, have thus far not sufficiently been taken into account (Tatler, Hayhoe, Land & Ballard, 2011). In some recent work, the authors showed the functional role and representational nature of long-term memory structures for human perceptual skills and motor control. Based on these findings, the chapter extends a widely applied saliency-based model of visual attention (Walther & Koch, 2006) in two ways: first, it computes the saliency map using the cognitive visual attention approach (CVA) that shows a correspondence between regions of high saliency values and regions of visual interest indicated by participants’ eye movements (Oyekoya & Stentiford, 2004). Second, it adds an expertise-based component (Schack, 2012) to represent the influence of the quality of mental representation structures in long-term memory (LTM) and the roles of learning on the visual perception of objects, events, and motor actions.

Sign in / Sign up

Export Citation Format

Share Document