The Construction and Assessment of an Experimental Test of Auditory Perception

1969 ◽  
Vol 35 (9) ◽  
pp. 729-737 ◽  
Author(s):  
David A. Sabatino
Keyword(s):  
Visual Perception ◽  
Experimental Test ◽  
Auditory Perception ◽  
Language Model ◽  
Neurological Impairment ◽  
Receptive Language ◽  
Neurologically Impaired ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Function

The assessment of visual perception has become a very common means of studying those behaviors felt to be associated with neurological impairment. Visual perception is only one behavior that may be interfered with due to CNS impairment. The question of the relationship of auditory perceptual behaviors to visual perceptual function and neurological impairment frequently goes unanswered. The data from this study show that auditory and visual perception are abstract human behaviors. Auditory perception is a global complex set of behaviors that can be differentiated for assessment. The receptive language model and the Experimental Test of Auditory Perception (TAP) have shown an ability to differentiate neurologically impaired from normal (matched control) subjects.

Auditory and Visual Perceptual Behavioral Function of Neurologically Impaired Children

1969 ◽  
Vol 29 (1) ◽  
pp. 35-40
Author(s):  
David A. Sabatino
Keyword(s):  
Visual Perception ◽  
Auditory Perception ◽  
Language Model ◽  
Neurological Impairment ◽  
Receptive Language ◽  
Neurologically Impaired ◽  
Relationship Of ◽  
The Relationship ◽  
Impaired Children ◽  
Perceptual Function

The assessment of visual perception has become a very common means of studying those behaviors felt to be associated with neurological impairment. The question of the relationship of auditory-perceptual behaviors to visual-perceptual function and neurological impairment frequently goes unanswered. These data indicate that auditory and visual perception are different human behaviors. Auditory perception is a global complex set of behaviors that can be differentially assessed. The receptive language model and the Experimental Test of Auditory Perception (TAP) permit identification of neurologically impaired and normal (matched control) children.

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

The relationship of delay of gratification and time comprehension in 4-year-old children

2017 ◽  
Vol 42 (4) ◽  
pp. 434-438 ◽  
Author(s):  
Norbert Zmyj
Keyword(s):  
Delay Of Gratification ◽  
Receptive Language ◽  
Language Ability ◽  
Chance Level ◽  
Running Time ◽  
Comprehension Task ◽  
Prepotent Response ◽  
Relationship Of ◽  
To Receive ◽  
The Relationship

In a typical delay-of-gratification task, children have the choice between eating a small amount of treats immediately and waiting in order to receive a larger number of treats. To date, it has not been investigated whether children’s time comprehension is related to the ability to wait for the larger number of treats. Time comprehension can be tested by presenting children with three hourglasses containing different amounts of sand and asking them about the running time of the hourglasses (e.g., “Which hourglass will finish first?”). In this study, 75 four-year-old children were tested with a delay-of-gratification task, a time comprehension task, and a receptive language task. Children who ate the treat immediately in the delay-of-gratification task did not perform above chance level in the time comprehension task. In contrast, children who waited in the delay-of-gratification task, either for some time or until the end of the task, did perform above chance level. Correlation analyses revealed that performance in the time comprehension task and in the delay-of-gratification task correlated even after controlling for receptive language ability. Thus, children’s time comprehension is related to their ability to delay a prepotent response. The nature of this correlation is discussed.

A Pendulum Phenomenon in the Visual Perception of Apparent Movement

1952 ◽  
Vol 4 (3) ◽  
pp. 109-120 ◽  
Author(s):  
K. R. L. Hall ◽  
A. E. Earle ◽  
T. G. Crookes
Keyword(s):  
Experimental Investigation ◽  
Visual Field ◽  
Visual Perception ◽  
Apparent Movement ◽  
Electrical Contacts ◽  
Perceptual Process ◽  
Light Stimuli ◽  
Relationship Of ◽  
The Relationship

In setting up an apparatus for studying the phenomenon of apparent movement it was noticed that, when a metronome was employed for making the electrical contacts in the light-circuits, the path of apparent movement between the two lights was curved instead of straight. This deviation could not be attributed to the presence of any distorting structure in the visual field, and an experimental investigation of the conditions of the phenomenon was begun. So far five different display conditions have each been observed by ten or eleven subjects individually. No subject saw more than one condition in the experimental series, and their reports indicate that the following factors, in order of importance, are effective in leading to the perception of curved apparent movement: (1) the shape of the light-stimuli, (2) the regularity of the rhythm of presentation, (3) the gradient of brightening and dimming of the lights and (4) the sound of the metronome in synchrony with the appearance of the lights. The possible role of past experience in the perceptual process, and the relationship of this “pendular” phenomenon to Johansson's (1950) “wandering” phenomenon and to normal stroboscopic movement, are briefly discussed.

The Relationship between Figure-Ground Discrimination and Color Blindness in Learning Disabled Children

1976 ◽  
Vol 9 (2) ◽  
pp. 96-99 ◽  
Author(s):  
Joseph E. Justen ◽  
Robert Harth
Keyword(s):  
Visual Perception ◽  
Standardized Tests ◽  
Learning Disabled ◽  
Color Blindness ◽  
Disabled Children ◽  
Developmental Test ◽  
Relationship Of ◽  
The Relationship

The relationship of figure-ground discrimination to color blindness in learning disabled children was studied. The authors hypothesized that, because of the nature of many standardized tests of color blindness, figure-ground problems might interfere with such testing. Ninety-four learning disabled children were given the AO H-R-R Pseudoisochromatic Plates and the figure-ground subtest of the Frostig Developmental Test of Visual Perception. Results indicated that figure-ground problems did, in fact, confound color blindness testing.

Psychological and Educational Correlates of Strabismus in School Children

1984 ◽  
Vol 18 (1) ◽  
pp. 71-77 ◽  
Author(s):  
Bruce J. Tonge ◽  
George L. Lipton ◽  
Gwen Crawford
Keyword(s):  
Visual Perception ◽  
Psychiatric Disorder ◽  
Primary School ◽  
School Children ◽  
Cognitive Disorder ◽  
School Aged Children ◽  
Family Disruption ◽  
Increased Risk ◽  
Relationship Of ◽  
The Relationship

The results of a study investigating the relationship of psychiatric and cognitive disorder with strabismus and its treatment in primary school aged children are reported. Results suggest that children with strabismus have a higher prevalence of psychiatric disorder, particularly an emotional disorder or psychosis. Subjects also had an increased risk of having educational problems and of exhibiting difficulties with tasks involving visual perception. Variables related to the nature and treatment of the strabismus did not appear influential in the development of the psychiatric disorder. Family disruption was significantly associated with both the presence of strabismus and emotional and behaviourial problems in the children reported by parents and teachers.

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