Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives

1975 ◽  
Vol 23 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Arlette Zenatti
Keyword(s):  
Memory Test ◽  
Normal Group ◽  
The Other ◽  
Chronological Age ◽  
Normal Children ◽  
Memory Tests ◽  
Normal Intelligence ◽  
Mental Age ◽  
Mental Defectives ◽  
Age Range

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.

scholarly journals The comprehension of deictic terms in normal and language impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Michelle Mentis
Keyword(s):  
Qualitative Analysis ◽  
The Other ◽  
Developmental Sequence ◽  
Stages Of Development ◽  
Normal Children ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Impaired Group ◽  
Age Range ◽  
Impaired Children

This study examined the comprehension of four pairs of deictic terms in a group of language impaired children and compared their interpretation of these terms with those of non-language impaired children of the same age range. Each group was comprised of ten subjects within the age range of 9,6 to 10,6 years. Two tasks were administered, one to assess the comprehension of the terms here, there, this, and that and the other to assess the comprehension of the terms, come, go, bring and take. The results showed that while the non-language impaired subjects comprehended the full deictic contrast between the pairs of terms tested, the language impaired group did not. A qualitative analysis of the data revealed that the language impaired subjects appeared to follow the same developmental sequence as normal children in their acquisition of these terms and responded by using the same strategies that younger non-language impaired children use at equivalent stages of development. Furthermore, the language impaired subjects appeared to comprehend the deictic terms in a predictable order based on their relative semantic complexity.

Differentiating LD and Normal Children: The Utility of Selected Perceptual and Perceptual-Motor Tests

1979 ◽  
Vol 2 (2) ◽  
pp. 70-75 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disability ◽  
Normative Data ◽  
Learning Disabled ◽  
Chronological Age ◽  
Normal Children ◽  
Motor Functioning ◽  
Perceptual Functioning ◽  
Motor Tests ◽  
Iq Scores ◽  
Age Range

Instruments intended to measure perceptual functioning present a major thrust in the learning disability field for differentiating learning disabled from normal peers. This investigation is an attempt to improve on some of the limitations noted in other research efforts in this area. First, only instruments which are generally accepted as measures of perceptual and perceptual-motor functioning were used. Second, in order to avoid ceiling effects, all subjects were within the age range for which normative data on the selected instruments were available. Third, IQ scores and chronological age were partialled out in order to remove the effects of these variables.

Adults with Down Syndrome Benefit from Visual Instructions for Spatial-Temporal Aspects of Drumming

2006 ◽  
Vol 23 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Anna Balp-Riera
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Temporal Aspects ◽  
Temporal Measures ◽  
Visual Instructions

Ten adults with Down syndrome (DS), 10 mental age-matched, and 10 chronological age-matched participants drummed continuously with both hands for 10 s in response to verbal in-phase (”up,” “down”) and anti-phase (”left,” “right”), visual in-phase (video of both drumsticks moving up and down together) and anti-phase (video of the left, then right drumstick hitting each drum), and auditory in-phase (sound of both drums being hit, then cymbal being hit) and anti-phase (sound of one drum being hit, then the other drum being hit) instructions. Timing and coordination consistency were similar for in-phase and anti-phase drumming for adults with DS, whereas in-phase was more consistent than anti-phase drumming for CA. In addition, spatial-temporal measures showed performance advantages when using visual instructions.

A Study of Language Disabilities in Cerebral Palsied Children

1965 ◽  
Vol 8 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Patricia Myers
Keyword(s):  
Factor Analysis ◽  
Discriminant Analysis ◽  
Cognitive Ability ◽  
Analysis Of Variance ◽  
Normal Group ◽  
The Other ◽  
Normal Children ◽  
Language Disabilities ◽  
Language Variables ◽  
Representational Level

Sixty-eight spastic, 24 athetoid, and 32 normal children were administered the Illinois Test of Psycholinguistic Abilities to determine whether this instrument would distinguish among the groups. Non-language variables, such as age, cognitive ability, and social experience were controlled, and the data were subjected to factor analysis, analysis of variance, and discriminant analysis. Significant differences were found, favoring the spastic group on ITPA tests at the automatic-sequential level of language and the athetoid group on ITPA tests at the representational level. The scores for the normal group were uniformly higher than the scores of the cerebral palsied groups and separated the normal group from the other two groups.

Remembering Spatial Locations: Effects of Material and Intelligence

1995 ◽  
Vol 80 (2) ◽  
pp. 499-503 ◽  
Author(s):  
Gesualdo M. Zucco ◽  
Alessandra Tessari ◽  
Salvatore Soresi
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Spatial Location ◽  
Chronological Age ◽  
Normal Children ◽  
Mental Age ◽  
Abstract Words ◽  
Encoding Strategies ◽  
Spatial Locations ◽  
Concrete Words

The aim of the present work was to test some of the criteria for automaticity of spatial-location coding claimed by Hasher and Zacks, particularly individual differences (as intelligence invariance) and effortful encoding strategies. Two groups of subjects, 15 with mental retardation (Down Syndrome, mean chronological age, 20.9 yr.; mean mental age, 11.6 yr.) and 15 normal children (mean age, 11.5 yr.), were administered four kinds of stimuli (pictures, concrete words, nonsense pictures, and abstract words) at one location on a card. Subsequently, subjects were presented the items on the card's centre and were required to place the items in their original locations. Analysis indicated that those with Down Syndrome scored lower than normal children on the four tasks and that stimuli were better or worse remembered according to their characteristics, e.g., their imaginability. Results do not support some of the conditions claimed to be necessary criteria for automaticity in the recall of spatial locations as stated by Hasher and Zacks.

scholarly journals ANALISIS TEORITIK KEBERBAKATAN SISWA

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Syarifan Nurjan
Keyword(s):  
English Word ◽  
Cognitive Models ◽  
Intelligence Tests ◽  
The Other ◽  
Chronological Age ◽  
One Dimensional ◽  
Intellectual Character ◽  
High Level ◽  
Age Range ◽  
Development Of Students

This analysis aims to develop students' giftedness, which the term gifted is described by Plato as Men of gold or "golden man," a person of superior intellectual character, then translated from the English word gifted, the other being giftedness, gifted, talented, creative, insightful, genius and precocious. So that the meaning of gifted people who have a high level of intelligence, judging from the scores obtained from intelligence tests. Two approaches to viewing giftedness, which is one-dimensional and multidimensional, namely the dimensions of intelligence and various other dimensions. And gifted models are (a) genetically oriented, (b) cognitive models, (c) achievement-oriented, and (d) systemic models. The development of students' giftedness is someone from the chronological age range in the 12-18 year age range, and is undergoing psychosocial changes related to identity, independence, friendship, sexuality and achievement, and has general or intelligence abilities above average, high creativity, and commitment to the task.

Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading

1992 ◽  
Vol 23 (2) ◽  
pp. 176-182 ◽  
Author(s):  
Penelope E. Webster ◽  
Amy Solomon Plante
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Speech Intelligibility ◽  
Reading Ability ◽  
Reading Skills ◽  
Chronological Age ◽  
Phoneme Segmentation ◽  
Normal Children ◽  
Mental Age ◽  
The Impact

The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.

Adults With Down Syndrome Performed Repetitive Movements Fast With Continuous Music Cues

2014 ◽  
Vol 2 (3) ◽  
pp. 47-54 ◽  
Author(s):  
Shannon D.R. Ringenbach ◽  
Kristina Zimmerman ◽  
Chih Chia Chen ◽  
Genna M. Mulvey ◽  
Simon D. Holzapfel ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Visual Cues ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Repetitive Movements ◽  
Continuous Movements ◽  
Visual Conditions

The present study used a synchronization-continuation paradigm during continuous bimanual drumming with different cues in 17 persons with Down syndrome, eight typical persons with similar mental age and eight typical persons with similar chronological age. The task required participants to hit two drums with their hands at the same time following music (e.g., a tune with various decibel drum beats), auditory (e.g., sound of drumbeat), verbal (e.g., voice saying “drum”), and visual (e.g., video of both hands moving up and down and hitting the drums together) cues for 10 seconds, then continue drumming in the absence of cues for another 10 seconds. In general, when all groups were following the music cues their movements were faster as compared with their movements in the auditory, verbal, and visual conditions. In addition, when following visual cues all groups produced more accurate and consistently coordinated movements than with the other cue types. Further, participants with Down syndrome often stopped moving when the pacing cues were eliminated indicating a need for continuous cues for continuous movements.

Positive Arousal Enhances the Consolidation of Item Memory

2015 ◽  
Vol 74 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Bo Wang
Keyword(s):  
Episodic Memory ◽  
Memory Consolidation ◽  
Source Memory ◽  
Emotional Arousal ◽  
Theoretical Models ◽  
Memory Test ◽  
Learning Phase ◽  
Item Memory ◽  
Memory Tests ◽  
Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

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