A Reexamination of Some Nonverbal Perceptual Abilities of Language-Impaired and Normal Children as a Function of Age and Sensory Modality

1981 ◽  
Vol 24 (3) ◽  
pp. 351-357 ◽  
Author(s):  
Paula Tallal ◽  
Rachel Stark ◽  
Clayton Kallman ◽  
David Mellits
Keyword(s):  
Sensory Modality ◽  
Important Variable ◽  
Control Group ◽  
Visual Modality ◽  
Auditory Modality ◽  
Normal Children ◽  
Language Impaired ◽  
Perceptual Performance ◽  
In Series ◽  
Perceptual Abilities

A battery of nonverbal perceptual and memory tests were given to 35 language-impaired (LI) and 38 control subjects. Three modalities of tests were given: auditory, visual, and cross-modal (auditory and visual). The purpose was to reexamine some nonverbal perceptual and memory abilities of LI children as a function of age and modality of stimulation. Results failed to replicate previous findings of a temporal processing deficit that is specific to the auditory modality in LI children. The LI group made significantly more errors than did controls regardless of modality of stimulation when 2-item sequences were presented rapidly, or when more than two stimuli were presented in series. However, further analyses resolved this apparent conflict between the present and earlier studies by demonstrating that age is an important variable underlying modality specificity of perceptual performance in LI children. Whereas younger LI children were equally impaired when responding to stimuli presented rapidly to the auditory and visual modality, older LI subjects made nearly twice as many errors responding to rapidly presented auditory rather than visual stimuli. This developmental difference did not occur for the control group.

Proportional and Functional Analogical Reasoning in Normal and Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 440-448 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Barbara J. Erskine ◽  
Donald B. Freed
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Analogical Reasoning ◽  
Control Group ◽  
Nonverbal Intelligence ◽  
Normal Children ◽  
Language Impaired ◽  
New Concepts ◽  
The One ◽  
Impaired Children

Teachers often use analogies in classroom settings to clarify new concepts for their students. However, analogies may inadvertently confuse the youngster who has difficulty identifying the one-to-one comparisons underlying them. Although analogical reasoning has been studied extensively in normal children, no information was available concerning this construct in children having a specific language impairment. Thus, it was unknown to what extent they might be deficient in analogical reasoning. Therefore, in the present study, 20 children ages 6--8 years (mean age = 7:6) having normal nonverbal intelligence but deficits in language comprehension were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to a normal-language control group matched on the basis of chronological age and sex, the language-impaired group was deficient in all three tasks of analogical reasoning. However, when the factor of nonverbal intelligence was controlled statistically, the differences between the groups on each of the tasks were removed. Additional findings were that verbal proportional analogical reasoning was significantly correlated to perceptual proportional analogical reasoning and to functional analogical reasoning. Implications for assessment and intervention with young school-age language-impaired children are discussed.

Association Between Auditory and Visual Continuous Performance Tests in Students With ADHD

2016 ◽  
Vol 23 (6) ◽  
pp. 635-640 ◽  
Author(s):  
Sergio Luís Schmidt ◽  
Eunice do Nascimento Simões ◽  
Ana Lúcia Novais Carvalho
Keyword(s):  
Sensory Modality ◽  
Visual Modality ◽  
Auditory Modality ◽  
Performance Tests ◽  
Continuous Performance ◽  
Strong Correlations ◽  
Continuous Performance Tests ◽  
Students With Adhd ◽  
Auditory Tasks ◽  
Contrast Response

Objective: Continuous Performance Tests (CPTs) are known to measure inattention and impulsivity in students with ADHD. Many CPTs utilize a visual format. It is accepted that auditory tasks reflect attentional demand more closely in the classroom. Thus, the association between deficits found by auditory and visual CPTs needs to be studied. We hypothesized that impulsivity would be dependent on sensory modality and inattention would be a unitary cross-modal construct. Method: Forty-four students with ADHD performed two CPTs (visual and auditory). We analyzed correlations between the variables examined by the two tasks. Results: There were strong correlations between variables measuring inattention. Correlations between auditory and visual measures of impulsivity were weak. Conclusion: Inattention is partially independent of modality. In contrast, response inhibition is modality-specific. Although ADHD is defined regardless of modality, hyperactive students may exhibit deficits in the auditory modality but not in the visual modality or vice versa.

The Cognitive Functioning of Language Deficient Children

1969 ◽  
Vol 12 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Paul S. Weiner
Keyword(s):  
Cognitive Functioning ◽  
Short Form ◽  
Sensory Modality ◽  
Stable Condition ◽  
Visual Modality ◽  
Auditory Modality ◽  
Conceptual Level ◽  
Integrative Level ◽  
Experimental Subjects ◽  
One Year

The cognitive functioning of 25 language deficient children, six through eight years of age, was compared with that of 14 matched controls. Language deficiency was defined by verbal IQ below 90 and at least 15 points below Performance IQ on a short form of the WISC. Thus the experimental subjects were chosen because of their inadequacies in solving conceptual level tasks presented to the auditory modality. The test battery used to measure cognitive adequacy consisted of visually and auditorily presented tasks which explored both perceptual and conceptual level functioning. The results indicated that language deficiency is a relatively stable condition over a period of one year; that all auditory modality functioning of the experimental subjects, regardless of integrative level (perceptual or conceptual), is significantly below that of the controls; and that visual modality performance of the two groups does not differ significantly. Sensory modality thus proved to be the central organizing factor in the cognitive functioning of the language deficient children. This was not true of the control subjects, whose functioning appeared to be more integrated. Not unexpectedly, teacher reports indicated that the experimental subjects have reading difficulties. Further study of etiology, consequences, and remediation of language deficiency is needed.

scholarly journals Cognitive entrainment to isochronous rhythms is independent of both sensory modality and top-down attention

2019 ◽  
Vol 40 (2) ◽  
pp. 62-84
Author(s):  
Diana Cutanda ◽  
Daniel Sanabria ◽  
Ángel Correa
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Cognitive Process ◽  
Sensory Modality ◽  
Reaction Times ◽  
Auditory Stimuli ◽  
Visual Modality ◽  
Auditory Modality ◽  
Top Down ◽  
Back Task

AbstractThe anisochrony of a stimulus sequence was manipulated parametrically to investigate whether rhythmic entrainment is stronger in the auditory modality than in the visual modality (Experiment 1), and whether it relies on top-down attention (Experiment 2). In Experiment 1, participants had to respond as quickly as possible to a target presented after a sequence of either visual or auditory stimuli. The anisochrony of this sequence was manipulated parametrically, rather than in an all or none fashion; that is, it could range from smaller to larger deviations of the isochrony (0, 10, 20, 50, 100, 150 and 200 ms). We compared rhythmic entrainment patterns for auditory and visual modalities. Results showed a peak of entrainment for both isochrony and deviations of isochrony up to 50 ms (i.e., participants were equally fast both after the isochronous sequences and after 10, 20 and 50 ms deviations), suggesting that anisochronous sequences can also produce entrainment. Beyond this entrainment window, the reaction times became progressively slower. Surprisingly, no differences were found between the entrainment patterns for auditory and visual rhythms. In Experiment 2, we used a dual-task methodology by adding a working memory n-back task to the procedure of Experiment 1. Results did not show interference of the secondary task in either auditory or visual modalities, with participants showing the same entrainment pattern as in Experiment 1. These results suggest that rhythmic entrainment constitutes a cognitive process that occurs by default (automatically), regardless of the modality in which the stimuli are presented, and independent of top-down attention, to generate behavioural benefits.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

scholarly journals Inhibitory and facilitatory effects of phonological and orthographic similarity on L2 word recognition across modalities in bilinguals

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Candice Frances ◽  
Eugenia Navarra-Barindelli ◽  
Clara D. Martin
Keyword(s):  
Lexical Decision ◽  
Language Processing ◽  
Theoretical Implication ◽  
Phonological Similarity ◽  
Target Language ◽  
Visual Modality ◽  
Decision Task ◽  
Auditory Modality ◽  
Orthographic Similarity ◽  
Special Category

AbstractLanguage perception studies on bilinguals often show that words that share form and meaning across languages (cognates) are easier to process than words that share only meaning. This facilitatory phenomenon is known as the cognate effect. Most previous studies have shown this effect visually, whereas the auditory modality as well as the interplay between type of similarity and modality remain largely unexplored. In this study, highly proficient late Spanish–English bilinguals carried out a lexical decision task in their second language, both visually and auditorily. Words had high or low phonological and orthographic similarity, fully crossed. We also included orthographically identical words (perfect cognates). Our results suggest that similarity in the same modality (i.e., orthographic similarity in the visual modality and phonological similarity in the auditory modality) leads to improved signal detection, whereas similarity across modalities hinders it. We provide support for the idea that perfect cognates are a special category within cognates. Results suggest a need for a conceptual and practical separation between types of similarity in cognate studies. The theoretical implication is that the representations of items are active in both modalities of the non-target language during language processing, which needs to be incorporated to our current processing models.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

Comparing Primary Voice-Hearers with and without Hallucinations in Other Sensory Modalities

2021 ◽  
pp. 214-220
Author(s):  
Wei Lin Toh ◽  
Neil Thomas ◽  
Susan L. Rossell
Keyword(s):  
Functional Impairment ◽  
Auditory Hallucination ◽  
Sensory Modality ◽  
Clinical Information ◽  
Auditory Hallucinations ◽  
Auditory Modality ◽  
Positive Symptoms ◽  
Psychotic Experiences ◽  
Sensory Modalities ◽  
Preliminary Study

There has been burgeoning interest in studying hallucinations in psychosis occurring across multiple sensory modalities. The current study aimed to characterize the auditory hallucination and delusion profiles in patients with auditory hallucinations only versus those with multisensory hallucinations. Participants with psychosis were partitioned into groups with voices only (AVH; <i>n</i> = 50) versus voices plus hallucinations in at least one other sensory modality (AVH+; <i>n</i> = 50), based on their responses on the Scale for the Assessment of Positive Symptoms (SAPS). Basic demographic and clinical information was collected, and the Questionnaire for Psychotic Experiences (QPE) was used to assess psychosis phenomenology. Relative to the AVH group, greater compliance to perceived commands, auditory illusions, and sensed presences was significantly elevated in the AVH+ group. The latter group also had greater levels of delusion-related distress and functional impairment and was more likely to endorse delusions of reference and misidentification. This preliminary study uncovered important phenomenological differences in those with multisensory hallucinations. Future hallucination research extending beyond the auditory modality is needed.

scholarly journals Parenting Stress and Need Assessment of Families with Disabled Children across Himachal Himalaya

2015 ◽  
Vol 3 (2) ◽  
pp. 38 ◽  
Author(s):  
Randhir S. Ranta ◽  
Vijay Kumar Sharma ◽  
Pankaj Gupta
Keyword(s):  
Parenting Stress ◽  
Assessment Scale ◽  
Control Group ◽  
Disabled Children ◽  
Normal Children ◽  
Need Assessment ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

The study pertains to the parenting stress, which is believed to be the resultant of child disability and further assesses the needs of the families across selected pockets of Himachal Himalaya. Perceived Stress Questionnaire (PSQ) and Need Assessment Scale were used for the purpose. For assessing the stress level among the parents, PQS was administered among two hundred parents having disabled children, herein called experimental group and two hundred parents with normal children, herein called control group. A three point Need assessment scale was used to measure the needs of 200 families on five different parameters. The result of t-test shows the significant difference between experimental and control groups indicating that the parents of disabled children experience more stress than their control counterpart. The study indicates that people need proper guidance and information regarding a child’s disability, nutritional requirements of a child, vocational training and child management. There is a need for proper counselling for parents suffering from stress and creating consciousness among parents of children with disabilities and in the society.

Who is in the Room? Notification for Intrusions While in Virtual Reality

2020 ◽  
Vol 64 (1) ◽  
pp. 521-525
Author(s):  
Aaron Crowson ◽  
Zachary H. Pugh ◽  
Michael Wilkinson ◽  
Christopher B. Mayhorn
Keyword(s):  
Virtual Reality ◽  
Visual Field ◽  
Physical World ◽  
Visual Modality ◽  
Auditory Modality ◽  
Oculus Rift ◽  
Head Mounted Display ◽  
Sensory Modalities ◽  
Orientation Type

The development of head-mounted display virtual reality systems (e.g., Oculus Rift, HTC Vive) has resulted in an increasing need to represent the physical world while immersed in the virtual. Current research has focused on representing static objects in the physical room, but there has been little research into notifying VR users of changes in the environment. This study investigates how different sensory modalities affect noticeability and comprehension of notifications designed to alert head-mounted display users when a person enters his/her area of use. In addition, this study investigates how the use of an orientation type notification aids in perception of alerts that manifest outside a virtual reality users’ visual field. Results of a survey indicated that participants perceived the auditory modality as more effective regardless of notification type. An experiment corroborated these findings for the person notifications; however, the visual modality was in practice more effective for orientation notifications.

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