Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students

1992 ◽  
Vol 35 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Betty U. Watson
Keyword(s):  
College Students ◽  
Reading Disability ◽  
Temporal Processing ◽  
Verbal Memory ◽  
The Other ◽  
Temporal Acuity ◽  
Auditory Temporal Processing ◽  
Normally Achieving ◽  
Significant Difference ◽  
Reading Disabled

Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.

Auditory Temporal Processing Performance of Young Adults With Reading Disorders

2002 ◽  
Vol 45 (3) ◽  
pp. 598-605 ◽  
Author(s):  
Marianna M. Walker ◽  
Jennifer B. Shinn ◽  
Jerry L. Cranford ◽  
Gregg D. Givens ◽  
Don Holbert
Keyword(s):  
College Students ◽  
Temporal Processing ◽  
Reading Ability ◽  
Pattern Discrimination ◽  
Error Rates ◽  
Frequency Difference ◽  
Reading Disorders ◽  
Frequency Pattern ◽  
Auditory Temporal Processing ◽  
Processing Abilities

The present study investigated the temporal processing abilities of college students with diagnosed reading disorders. A behavioral test battery was used that involved discrimination of the pattern of presentation of tone triads in which individual components differed in either frequency or duration. An additional test involving measurement of frequency difference limens for long- and short-duration tones was also administered. The college students with reading disorders exhibited significantly higher error rates in discriminating duration patterns than the normal reading group. No group differences were found for the frequency pattern discrimination task. Both groups exhibited larger frequency difference limens with the shorter 20- and 50-ms tones than with the 200-ms tones. Significant correlations were found between reading ability measures and temporal processing abilities, specifically in word recognition and duration pattern processing, suggesting a relationship between lower level auditory temporal processing skills and decoding efficiency.

Manifest and Projective Anxiety

1969 ◽  
Vol 24 (3) ◽  
pp. 707-708 ◽  
Author(s):  
Jin Ong
Keyword(s):  
College Students ◽  
Class Ii ◽  
Anxiety Scale ◽  
The Other ◽  
Class I ◽  
Tension Reduction ◽  
Projective Test ◽  
Taylor Manifest Anxiety Scale ◽  
Significant Difference ◽  
Manifest Anxiety

When the Taylor Manifest Anxiety scale and the Cassel and Kahn Group Personality Projective Test were administered to 92 college students, no significant correlations among scores were found. Between the Tension Reduction Quotient and the Total score of the GPPT r = .84 (Class I), .98 (Class II). The freshmen scored significantly higher on both tests than the normative groups or the upper classmen. There was no significant difference in MAS variance for the students and the normative group, but 5 of 8 GPPT variances were significantly different for the students and the normative group. Thus, manifest and projective anxiety are different measures. TRQ predicts the Total score of the GPPT pretty well, and freshmen have higher anxiety but not more heterogeneous anxiety than the other groups.

Myths Concerning Persons with Disabilities

1987 ◽  
Vol 18 (3) ◽  
pp. 42-44 ◽  
Author(s):  
Jeanne Boland Patterson ◽  
Barbara Witten
Keyword(s):  
College Students ◽  
Visual Impairments ◽  
The Other ◽  
Persons With Disabilities ◽  
Significant Difference ◽  
True False

Forty myths concerning persons with disabilities were given in a true-false format to 310 college students. One version of the instrument used disabling language and the other did not. Although there was no significant difference in myths scores between the two versions, more than 75% of the students believed (a) persons with visual impairments can hear and feel things no one else can and (b) some jobs and activities are specially suited to people with visual impairments.

Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?

2000 ◽  
Vol 17 (1) ◽  
pp. 32-62 ◽  
Author(s):  
Steve M. Heath ◽  
John H. Hogben
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Reading Disability ◽  
Temporal Processing ◽  
Oral Language ◽  
Language Ability ◽  
Children At Risk ◽  
Auditory Temporal Processing ◽  
Initial Testing ◽  
Current Accuracy

AbstractA longitudinal study was designed to investigate the possibility of improving current accuracy in prediction of reading disability, using phonological awareness (PA), oral language, and auditory temporal processing (ATP) as predictors. Preschoolers (n = 106) were tested on PA, and two groups were selected from the upper and lower quartiles of the PA distribution for initial testing as prereaders on ATP and oral language, and later testing on reading and oral language at the end of years 1, 2 , and 3. Oral language markedly improved levels of prediction previously achieved using PA alone. However, although ATP is related to PA and oral language in prereaders, it contributed little to prediction of reading achievement beyond that afforded by measures of PA and oral language. Options for improving the levels of prediction achieved here by increasing the sensitivity of our measure of AJP are discussed.

scholarly journals Behavioral Measures of Temporal Processing and Speech Perception in Cochlear Implant Users

2016 ◽  
Vol 27 (09) ◽  
pp. 701-713 ◽  
Author(s):  
Chelsea Blankenship ◽  
Fawen Zhang ◽  
Robert Keith
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Recognition Test ◽  
Temporal Processing ◽  
Acoustic Stimulation ◽  
Gap Detection ◽  
Temporal Acuity ◽  
Significant Difference ◽  
The Difference ◽  
The Relationship

Background: Although most cochlear implant (CI) users achieve improvements in speech perception, there is still a wide variability in speech perception outcomes. There is a growing body of literature that supports the relationship between individual differences in temporal processing and speech perception performance in CI users. Previous psychophysical studies have emphasized the importance of temporal acuity for overall speech perception performance. Measurement of gap detection thresholds (GDTs) is the most common measure currently used to assess temporal resolution. However, most GDT studies completed with CI participants used direct electrical stimulation not acoustic stimulation and they used psychoacoustic research paradigms that are not easy to administer clinically. Therefore, it is necessary to determine if the variance in GDTs assessed with clinical measures of temporal processing such as the Randomized Gap Detection Test (RGDT) can be used to explain the variability in speech perception performance. Purpose: The primary goal of this study was to investigate the relationship between temporal processing and speech perception performance in CI users. Research Design: A correlational study investigating the relationship between behavioral GDTs (assessed with the RGDT or the Expanded Randomized Gap Detection Test) and commonly used speech perception measures (assessed with the Speech Recognition Test [SRT], Central Institute for the Deaf W-22 Word Recognition Test [W-22], Consonant-Nucleus-Consonant Test [CNC], Arizona Biomedical Sentence Recognition Test [AzBio], Bamford–Kowal–Bench Speech-in-Noise Test [BKB-SIN]). Study Sample: Twelve postlingually deafened adult CI users (24–83 yr) and ten normal-hearing (NH; 22–30 yr) adults participated in the study. Data Collection and Analysis: The data were collected in a sound-attenuated test booth. After measuring pure-tone thresholds, GDTs and speech perception performance were measured. The difference in performance between-participant groups on the aforementioned tests, as well as the correlation between GDTs and speech perception performance was examined. The correlations between participants’ biologic factors, performance on the RGDT and speech perception measures were also explored. Results: Although some CI participants performed as well as the NH listeners, the majority of the CI participants displayed temporal processing impairments (GDTs > 20 msec) and poorer speech perception performance than NH participants. A statistically significant difference was found between the NH and CI test groups in GDTs and some speech tests (SRT, W-22, and BKB-SIN). For the CI group, there were significant correlations between GDTs and some measures of speech perception (CNC Phoneme, AzBio, BKB-SIN); however, no significant correlations were found between biographic factors and GDTs or speech perception performance. Conclusions: Results support the theory that the variability in temporal acuity in CI users contributes to the variability in speech performance. Results also indicate that it is reasonable to use the clinically available RGDT to identify CI users with temporal processing impairments for further appropriate rehabilitation.

scholarly journals Examining the Efficacy and Results of a Short-Form Alzheimer's Survey With College Students

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-490
Author(s):  
Debra Valencia-Laver ◽  
Brooke Buchanan ◽  
Chelsea McPheron ◽  
Anna Rogers ◽  
Alex DeTurck ◽  
...  
Keyword(s):  
College Students ◽  
Asian American ◽  
Short Form ◽  
The Other ◽  
Student Knowledge ◽  
Percent Correct ◽  
Mixed Heritage ◽  
Significant Difference ◽  
On Line ◽  
Race Ethnicity

Abstract College students are important stakeholders in addressing the significant costs of Alzheimer’s disease in their future roles as caretakers, health care consumers, taxpayers, and as individuals in the workforce whose careers may interact with and impact those with Alzheimer’s and their caregivers. To assess their knowledge of Alzheimer’s, a 10-item True/False on-line quiz was presented to 912 students in Introductory Psychology classes. Participants were 61% white, 13% Asian/Asian American, and 10% Latinx, with 14% reporting other racial and ethnic groups, including that of mixed heritage; 59% of the sample self-reported as female. The quiz was counterbalanced such that items appearing in one format (e.g., True) appeared in the other format (e.g., False) across the two forms of the quiz. A significant difference was found for percent correct in Form A (61.4%) versus Form B (59.3%). In order to prompt participants to consider the ways the disease may impact their own lives, additional questions examined students’ own experience with Alzheimer’s, their interest and willingness to take action towards supporting Alzheimer’s research, and their perceptions about how Alzheimer’s would impact their lives personally, financially, and in their career pursuits. The research extends the findings of earlier research on student knowledge of Alzheimer’s (e.g., Bailey, 2000; Eshbaugh, 2014) by allowing the results to be broken down by gender, race/ethnicity, and student major. It also expands upon those findings by identifying how college students project the societal effects and costs of Alzheimer’s to their own lives and livelihoods.

An Unobtrusive Measure of Prejudice toward Negroes under Differing Durations of Speech

1970 ◽  
Vol 27 (3) ◽  
pp. 823-828 ◽  
Author(s):  
Cabot L. Jaffee ◽  
Robert Whitacre
Keyword(s):  
College Students ◽  
Voting Behavior ◽  
Concept Formation ◽  
The Other ◽  
Female College Students ◽  
White Female ◽  
Experimental Conditions ◽  
Female College ◽  
Significant Difference ◽  
White Individual

This study investigated the relationship between the voting behavior of naive white Ss toward a Negro or white individual in a small group discussion when the Negro or white individual talked more than anyone else in the group or did not speak. 64 white female college students were divided into 32 experimental groups engaging in one of two experimental conditions. Groups in one condition consisted of two Ss and one Negro confederate (unknown to Ss). The other condition contained groups composed of two Ss and one white confederate (also unknown to Ss). They solved 20 relatively unstructured concept-formation problems, discussed their solutions, and then voted for the person that they thought had the most insight into the problem. 32 other female college students served in a control condition in which 16 groups, consisting of two Ss and a Negro confederate each, solved concept-formation problems; but no talking was permitted. Results showed that, in the silent control condition, there was no significant difference in Ss' voting behavior where each S voted between the Negro confederate and the other white S. In the high-talk experimental condition, however, the Negro confederates received significantly fewer votes than did the white confederates in their respective groups. It was concluded that the number of votes obtained by an individual depends, to a large extent, on that individual's race when engaged in high verbal interaction but not when engaged in a non-speaking situation.

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