@prefix vivo: . @prefix edm: . @prefix ns0: . @prefix dcterms: . @prefix skos: . vivo:departmentOrSchool "Education, Faculty of"@en, "Educational and Counselling Psychology, and Special Education (ECPS), Department of"@en ; edm:dataProvider "DSpace"@en ; ns0:degreeCampus "UBCV"@en ; dcterms:creator "Rattan, Gurmal"@en ; dcterms:issued "2010-03-09T17:43:30Z"@en, "1979"@en ; vivo:relatedDegree "Master of Arts - MA"@en ; ns0:degreeGrantor "University of British Columbia"@en ; dcterms:description """This study explored variations of audio-visual information integration patterns and their relation to conceptual tempo in a sample of 93 grade four children. All subjects were given nine combinations of audiovisual integration (AVI) tasks as well as the Matching Familiar Figures Test. The resultant data was analysed to discover the extent to which the conceptual tempo dimension is related to information processing patterns. Of particular interest is the question of whether differences in reading achievement may be traced, in part, to differences in information processing practices. A multivariate analysis indicated no significant difference between the four tempo groups (reflectives, slow inaccurates, fast accurates, and impulsives) on any of the AVI tasks. A one way ANOVA from a post-hoc analysis, however, indicated that reflectives and impulsives differentiated significantly on the reading measure used (Gates-MacGinitie) and that significant correlations existed between reading and eight of the nine AVI tasks. This indicated that while a significant relationship existed between reading (vocabulary and comprehension) and AVI tasks (p<.01), and that reflectives and impulsives differentiated significantly (p<.01) on reading, there was no differentiation on any of the AVI tasks. Reasons and implications of these findings are discussed."""@en ; edm:aggregatedCHO "https://circle.library.ubc.ca/rest/handle/2429/21661?expand=metadata"@en ; skos:note "CONCEPTUAL TEMPO AND AUDITORY-VISUAL TEMPORAL-SPATIAL INTEGRATION by GURMAL RATTAN B.A., University of B r i t i s h Columbia, 1974 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS i n THE FACULTY OF GRADUATE STUDIES DEPARTMENT OF EDUCATIONAL PSYCHOLOGY UNIVERSITY OF BRITISH COLUMBIA We accept t h i s thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July, 1979 ® Gurmal Rattan, 1979 I n p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t o f t h e r e q u i r e m e n t s f o r an a d v a n c e d d e g r e e a t t h e U n i v e r s i t y o f B r i t i s h C o l u m b i a , I a g r e e t h a t t h e L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r r e f e r e n c e a n d s t u d y . I f u r t h e r a g r e e t h a t p e r m i s s i o n f o r e x t e n s i v e c o p y i n g o f t h i s t h e s i s f o r s c h o l a r l y p u r p o s e s may be g r a n t e d by t h e Head o f my D e p a r t m e n t o r by h i s r e p r e s e n t a t i v e s . I t i s u n d e r s t o o d t h a t c o p y i n g o r p u b l i c a t i o n o f t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l n o t be a l l o w e d w i t h o u t my w r i t t e n p e r m i s s i o n . D e p a r t m e n t The U n i v e r s i t y o f B r i t i s h C o l u m b i a 2075 W e s b r o o k P l a c e V a n c o u v e r , C a n a d a V6T 1W5 D E - 6 B P 7 5-5 1 I E ABSTRACT This study explored v a r i a t i o n s of audio-visual information i n t e g r a t -ion patterns and t h e i r r e l a t i o n to conceptual tempo i n a sample of 93 grade four c h i l d r e n . A l l subjects were given nine combinations of audio-v i s u a l i n t e g r a t i o n (AVI) tasks as well as the Matching Familiar Figures Test. The resultant data was analysed to discover the extent to which the conceptual tempo dimension i s related to information processing patterns. Of p a r t i c u l a r i n t e r e s t i s the question of whether differences i n reading achievement may be traced, i n part, to differences i n information proces-sing p r a c t i c e s . / A m u l t i v a r i a t e analysis indicated no s i g n i f i c a n t d i f f e r e n c e between the four tempo groups ( r e f l e c t i v e s , slow inaccurates, f a s t accurates, and impulsives) on any of the AVI tasks. A one way ANOVA from a post-hoc analysis, however, indicated that r e f l e c t i v e s and impulsives d i f f e r e n t i a t e d s i g n i f i c a n t l y on the reading measure used (Gates-MacGinitie) and that s i g n i f i c a n t c o r r e l a t i o n s existed between reading and eight of the nine AVI tasks. This indicated that while a s i g n i f i c a n t r e l a t i o n s h i p existed between reading (vocabulary and comprehension) and AVI tasks (ptask was to state whether the comparison stimulus i n the p a i r was the same or d i f f e r e n t to the standard stimulus (see Appendix E). The auditory temporal stimulus pattern consisted of a ser i e s of beeps that were recorded on cassette tapes. They were s i m i l a r i n arrange-ment to the dot patterns with regard to standard and comparison conditions. The tapes (auditory temporal) were o r i g n a l l y made by Jarman (1977) but modified f o r the Marshall (1979) study. The beeps were recorded on cassette tapes and played on a Wollensak 3M tape recorder. The v i s u a l temporal stimulus patterns consisted of a series of flashes of l i g h t . They were s i m i l a r i n patterning to the v i s u a l s p a t i a l stimulus i n both standard and comparison conditions. The beeps from the the auditory temporal patterns were used as the t r i g g e r i n g mechanism to produce the v i s u a l temporal patterns of flashes of l i g h t . The flashes of l i g h t were produced from a small incandescent lamp. The subject's task i n a l l 9 tasks was to state whether the comparison stimulus was the same or d i f f e r e n t i n patterning to the standard. Matching Familiar Figures Test - Form F The MFFT i s a nonstandarized match-to-sample task. I t was constructed by Kagan and h i s associates (Kagan et a l . , 1964) to discern r e f l e c t i v e and impulsive responding s t y l e s based upon tasks involving a high degree of response uncertainty. I t i s operationalized by response time to the f i r s t s e l e c t i o n on each stimulus card and the number of errors. This instrument i s comprised of 12 items (10 test items and 2 p r a c t i c e items). The items are l i n e drawings of f a m i l i a r f igures (see Appendix A). Each item contains one standard and s i x v a r i a n t s . The c h i l d i s asked to select by pointing to the one variant that i s .identical to the standard. Materials The materials f o r the AVI tasks are: (a) a Wollensak 3M tape recorder, model 2520 (b) a Kodak 76 OH carousel s l i d e projector (c) scoring sheets (see Appendix E) (d) syn-cued projector and manual switching system used during the i n s t r u c t i o n a l phase of each matching session, (these were constructed at the U.B.C. I n s t r u c t i o n a l Media Centre). The materials for the MFFT administration are: (a) stopwatch (Heurer trackmaster, model 8042) or one s i m i l a r i n c a l i b r a t i o n (b) scoring sheets (see Appendix B). Procedure Marshall ( 1 9 7 9 ) met with the teachers involved i n h i s study. He gave them guidelines along with the administration manual for the Gates-MacGinitie Reading Test. The classroom teachers administered t h i s test and scoring was double checked by Marshall. Marshall both administered and scored the Canadian Lorge-Thorndike I n t e l l i g e n c e Test. The 1 4 4 subjects i n the Marshall study were separated (according to scores on the Gates-MacGinitie), into two reading groups, able and disabled readers. Each group consisted of 7 2 subjects, 3 6 g i r l s and 3 6 boys. The 1 4 4 subjects were then matched on i n t e l l i g e n c e (based on CLT scores) and chronological age. Ex post facto analysis showed that groups did not d i f f e r s i g n i f i c a n t l y i n 1 . 0 . and chronological age. Each c h i l d that p a r t i c i p a t e d i n the study was then randomly assigned a number from one to nine. That number determined the order of presentat-ion they would p a r t i c i p a t e i n according to the tables of complete sets of orthogonal L a t i n Squares (see Fisher & Yates, 1 9 7 3 , p. 7 2 ) . These tables gave an approximated counterbalanced order of presentations. Each matching task administered by Marshall took about 2 0 minutes. Testing was c a r r i e d out i n i s o l a t e d rooms with groups of one to s i x students. There were f i v e t e s t i n g sessions with each session (except the f i f t h ) involving the administration of two matching tasks. The t e s t i n g procedure involved introducing the AVI tasks to the p a r t i c i p a t i n g students, giving them examples, and f i n a l l y , adiministering the test items using a prepared s c r i p t (see Marshall, 1 9 7 9 , p p . 1 3 5 - 1 3 6 ) . Testing was started i n February and completed i n early June of 1 9 7 8 . Marshall ( 1 9 7 9 ) forwarded the data c o l l e c t e d on the Gates-MacGinitie Reading Test, CLT, and the 9 AVI tasks to t h i s writer i n October, 1 9 7 8 . Schools p a r i c i p a t i n g i n the Marshall study were contacted for permission to do a continuation study. Seven schools responded favourably. From thes schools, 100 c h i l d r e n were made av a i l a b l e . The MFFT was administered by t h i s writer and one University of B r i t i s h Columbia student. The student was thoroughly trained i n test administration by t h i s examiner before t e s t i n g of the actual subjects began. The MFFT i s an i n d i v i d u a l l y administered test requiring 10-20 minutes Test administration was i n accordance with those set out by Kagan (see Appendix C). The administration setting required two chairs and a small table (4' X 6')set i n an i s o l a t e d area. Testing began i n early November and was completed by l a t e November of 1978. CHAPTER IV - -RESULTS AND DISCUSSION The concluding chapter i s divided into three major parts: (1) r e s u l t s , 2) discussion, and 3) summary and implications for future research. The r e s u l t s section i s further subdivided into two u n i t s -the f i r s t presenting a multiple regression analysis followed by a m u l t i v a r i a t e analysis of conceptual tempo. The multiple regression analysis was performed to c o n t r o l for the e f f e c t s that reading a b i l i t y , i n t e l l i g e n c e , sex, and chronological age may have exerted on task performance ( i . e . , 9 AVI tasks). This was done by s t a t i s t i c a l l y \" p a r t i a l l i n g out\" t h e i r e f f e c t s i n order to get a l e s s biased assessment of AVI task performance for r e f l e c t i v e and impulsive children. The multivariate analysis was performed to assess the s i g n i f i c a n c e of the findings. The second analysis consisted of a one way analysis of variance (ANOVA) on the Gates-MacGinitie Reading Test and a Pearson product-moment c o r r e l a t i o n between the dependent measures and the vocabulary and comprehension subtests of the Gates-MacGinitie Reading Test. Part two was a post-hoc analysis. Results Part One: Data Analysis and Evaluation of Hypothesis. The focus of the present study was an attempt to discern what re l a t i o n s h i p ( i f any) existed between the dimension of r e f l e c t i o n -i m pulsivity and modality matching. On which task(s) did impulsives perform more poorly than t h e i r r e f l e c t i v e counterparts? The dependent measures used were comprised of the following i n t r a and intermodal matching tasks: 1) auditory-auditory (A-A), 2) auditory v i s u a l - s p a t i a l (A-VS), 3) v i s u a l - s p a t i a l auditory (VS-A), 4) visual-temporal v i s u a l -temporal (VT-VT), 5) v i s u a l - s p a t i a l visual-temporal (VS-VT), 6) visual-temporal v i s u a l - s p a t i a l (VT-VS), 7) auditory-temporal visual-temporal (AT-VT), 8) visual-temporal auditory-temporal (VT-AT), 9) v i s u a l - s p a t i a l v i s u a l - s p a t i a l (VS-VS). These tasks were considered to p a r a l l e l the reading process (Marshall, 1979; Muehl & Kremenak, 1966; Rudnick et a l . , 1972; S t e r r i t t et a l . , 1971). By noting the types of tasks (eg. v i s u a l - s p a t i a l , visual-temporal or auditory-tempora that impulsivesperformed more poorly than r e f l e c t i v e s , one might get an i n d i c a t i o n of the types of tasks that lead to reading d i f f i c u l t i e s for impulsive ch i l d r e n . The multiple regression analysis (see Appendix F) was computed using the 9 AVI tasks as dependent measures. The percentage of variance which was contributed by the subject variables was c a l -culated for each dependent measure. I t was found that the t o t a l variance so contributed by a l l subject variables to 9 AVI tasks was 13%. Results from the multiple regression analysis seemed to i n d i c a t e that AVI task performance was not s i g n i f i c a n t l y affected by the reading a b i l i t y , i n t e l l i g e n c e , sex or chronological age of the subjects involved i n t h i s study. The findings noted from the multiple regression analysis are not too s u r p r i s i n g since Marshall (1979) cont r o l l e d for the possible e f f e c t s of these subject v a r i a b l e s on AVI task performance by matching h i s subjects on each of these v a r i a b l e . That i s , there were an equal number of subjects who were above and below the mean on reading a b i l i t y , i n t e l l i g e n c e , 47 and chronological age as well as an equal number of boys and g i r l s who p a r t i c i p a t e d i n Marshall's (1979) study. The multiple regression analysis was performed i n t h i s study because information about the subjects' background was not a v a i l a b l e to determine whether they had been completely matched on a l l the subject v a r i a b l e s . The reading measure used i n t h i s study (Gates-MacGinitie) yielded two sub-measures of reading - vocabulary and comprehension. Of a l l subject v a r i a b l e s , i t was found that the vocabulary v a r i a b l e affected AVI task performance the most (5%), so i t was used as a covariate i n a multivariate analysis of conceptual tempo. The gender of the subject or sex v a r i a b l e was used as a factor i n a m u l t i v a r i a t e analysis of conceptual tempo to check for possible i n t e r a c t i o n e f f e c t s . The m u l t i v a r i a t e analysis then, was a 2 (sex) x 4 (conceptual tempo) mul t i v a r i a t e a n a l y s i s , with vocabulary used as a covariate. Table 3 presents the r e s u l t s of the 2 x 4 m u l t i v a r i a t e a n a l y s i s . As indicated, the main e f f e c t s for sex and conceptual tempo were i n s i g n i f i c a n t (p>.05). In addition, there was no s i g n i f i c a n t i n t e r a c t i o n e f f e c t . Results c l e a r l y indicated that the four tempo groups ( r e f l e c t i v e s , slow inaccurates, fast accurates, and impulsives) did not d i f f e r e n t i a t e s i g n i f i c a n t l y on any of the 9 AVI tasks. The research hypothesis then, was not supported by t h i s f i n d i n g , that i s , impulsives and r e f l e c t i v e s did not appear to have any differences i n t h e i r perceptual organization of complex v i s u a l s t i m u l i . 48 Table 3 M u l t i v a r i a t e A n a l y s i s of Conceptual Tempo Source F df P r o b a b i l i t y 1.158 1 ,84 .334 1 .146 3 , 8 4 .290 1.359 3 , 8 4 .119 Sex Conceptual Tempo SXCT MS w i t h i n Adjusted f o r Covariate Variable^ 1 Variance Standard D e v i a t i o n 1. A-A 14 .693 3.833 2. A-VT 19.455 4 . 4 1 1 3 . A-VS 17.717 4.210 4 . VT-A 16 .284 4.035 5 . VT-VT 14 .338 3-787 6 . VT-VS 15.528 3 . 9 4 1 7. VS-A 14 .876 3.857 8. VS-VT 11.134 3.337 9. VS-VS 5.025 2 . 242 a df = 84 1 0 A-A a u d i t o r y - a u d i t o r y A-VT a u d i t o r y - v i s u a l temporal A-VS a u d i t o r y - v i s u a l s p a t i a l VT-A v i s u a l temporal-auditory VT-VT v i s u a l t e m p o r a l - v i s u a l temporal VT-VS v i s u a l t e m p o r a l - v i s u a l s p a t i a l VS-A v i s u a l s p a t i a l - a u d i t o r y VS-VT v i s u a l s p a t i a l - v i s u a l temporal VS-VS v i s u a l s p a t i a l - v i s u a l s p a t i a l 49 Part Two: Post-hoc Analysis In order to v e r i f y the r e s u l t s obtained from the m u l t i v a r i a t e analysis, a one way ANOVA was performed on the Gates-MacGinite Reading Test. Results (Tables 4 and 5) i n d i c a t e that of the four tempo groups, the r e f l e c t i v e s performed s i g n i f i c a n t l y better than the impulsives (p<;.01) on both measures of the Gates-MacGinitie (vocabulary and comprehension). The two other tempo groups, the fast accurates and slow inaccurates did not d i f f e r e n t i a t e s i g n i f i c a n t l y i n reading performance from the r e f l e c t i v e s or impulsives. Nor were s i g n i f i c a n t differences noted between the four tempo groups on non-verbal I.Q. and chronological age (see Tables 6 and 7). A Pearson product-moment c o r r e l a t i o n was then computed to determine what r e l a t i o n s h i p existed between AVI and reading. Results (presented i n Appendix G) i n d i c a t e that a s i g n i f i c a n t r e l a t i o n s h i p (p<^. 01) existed between the two sub-measures of the Gates-MacGinitie Reading Test (vocabulary and comprehension) and 8 of the 9 AVI tasks. This seems to i n d i c a t e that reading and AVI tasks are measuring something s i m i l a r , possibly reading a b i l i t y . The v i s u a l - s p a t i a l v i s u a l - s p a t i a l (VS-VS) task did not c o r r e l a t e s i g n i f i c a n t l y with the vocabulary and comprehension subtests of the Gates-MacGinitie Reading Test. The VS-VS i s an intramodal i n t e g r a t i o n task r e q u i r i n g a subject to discriminate between d i f f e r e n t graphic symbols. Judging from the subjects' raw scores, which indicated very few errors on the VS-VS task, discriminating graphic symbols did not seem to be d i f f i c u l t task for these subjects. That i s , these subjects seemed to have already mastered the s k i l l of discriminating between 50 •Table 4 Analysis of Variance Summary for Conceptual Tempo on the Vocabulary Subtest of the Gates-MacGinitie Reading Test Source df SS MS F P Conceptual Tempo between 3 972.226 324.079 4.998 0.003 within 89 5771.477 64.849 t o t a l 92 6743.742 Table 5 Analysis of Variance Summary for Conceptual Tempo on the Comprehension Subtest of the Gates-MacGinitie Reading Test Source df SS MS F P Conceptual Tempo between 3 1664.313 544.770 6.871 0.000 within 89 7185.652 80.738 t o t a l 92 8849.965 Note. Scheffe's test indicated that s i g n i f i c a n t differences existed only between r e f l e c t i v e s and impulsives and not f o r the other two groups (fast accurates and slow inaccurates) on the Vocabulary and Comprehension subtests of the Gates-MacGinitie Reading Test. Table 6 Analysis of Variance Summary for Conceptual Tempo on the Non-Verbal I.Q. Measure Source df SS MS F P Conceptual Tempo between 3 50.230 16.743 0.195 0.899 within 89 7635.293 85.790 t o t a l 92 7685.523 Table 7 Analysis of Variance Summary for Conceptual Tempo on Chronological Age Source df SS MS F P Conceptual Tempo between 3 26.473 8.824 0.584 0.627 within 89 1345.097 15.113 t o t a l 92 1371.570 graphic symbols (as based upon low error scores on VS-VS task). The discrimination of graphic symbols (VS-VS) i s a basic s k i l l necessary only for beginning reading (Birch & Belmont, 1964; Muehl & Kremenak, 1966; Strang, 1968). It seemed t h i s s k i l l no longer played an important r o l e for these subjects i n the reading process. The r e l a t i v e s i m p l i c i t y of the VS-VS task was also noted by Marshall (1979), Rudnick et a l . (1972), and S t e r r i t t et a l . (1971). A summary of the r e s u l t s i n d i c a t e the following: 1) the v a r i a b l e s of sex and conceptual tempo did not s i g n i f i c a n t l y a f f e c t performance on any of the 9 audio-visual i n t e g r a t i o n tasks. Nor was there a s i g n i f i c a n t i n t e r a c t i o n among these v a r i a b l e s ; 2) r e f l e c t i v e subjects scored s i g n i f i c a n t l y better than impulsiveson the vocabulary and comprehension subtests of the Gates-MacGinitie Reading Test; 3) s i g n i f i c a n t c o r r e l a t i o n s were found to exist between vocabulary and comprehension on 8 of the 9 audio-visual i n t e g r a t i o n tasks. Discussion Research findings have implicated the dimension of r e f l e c t i o n -i m p u l s i v i t y i n a v a r i e t y of \"learning problems\". Impulsives have been noted to perform more poorly than r e f l e c t i v e s i n reading (Butler, 1972; Davey, 1971; Hood & Kendall, 1974; Readence, 1976; Shapiro, 1976), i n math (Cathcart & Liedthke, 1969), and i n scanning and decoding of graphic symbols (Kilburg et a l . , 1973; Nelson, 1969; Siegel et a l . , 1973; Siegelman, 1969). Impulsives were also noted to manifest behaviours c h a r a c t e r i s t i c of h y p e r a c t i v i t y , have a t t e n t i o n a l d e f i c i t s , emotional problems and an assortment of other problems that hinder learning (see Epstein et a l . , 1975). When scanning strategies were analysed, i t was noted that impulsives ignored two and one-half times as many a l t e r n a t i v e s on the MFFT than r e f l e c t i v e s (Drake, 1970; Siegelman, 1969). They also devoted proportionately more time looking at a l t e r n a t i v e s observed most and t h e i r f i n a l s e l e c t i o n . When scanning strategies were taught (McLauchlan, 1976; Siegel et a l . , 1973; Zelniker et a l . , 1972) along with modelling and s e l f - v e r b a l i z a t i o n techniques (Meichanbaum & Goodman, 1971), i t was noted that task performance improved r a p i d l y . Considering that a v a r i e t y of factors (eg. perceptual organization, anxiety, attention, scanning s t r a t e g i e s , etc.) may have been factors contributing to reading impairment, t h i s study only focused on the factor of perceptual organization. The current research then, began with the proposal that d e f i c i t s i n reading a b i l i t y of impulsive c h i l d r e n might be traced to inadequate perceptual organization of complex v i s u a l s t i m u l i . To test t h i s , nine combinations of a u d i t o r y - v i s u a l temporal-spatial sensory i n t e g r a t i o n tasks were used, since they were considered to p a r a l l e l the reading process (Marshall, 1979; Meuhl & Kremenak, 1966; Rudnick et a l . , 1972; S t e r r i t t et a l . , 1971). Research on reading and AVI have noted that better readers perform s i g n i f i c a n t l y better than poorer readers on AVI tasks (Birch & Belmont, 1964, 1965; Beery, 1967; Marshall, 1979; S t e r r i t t & Rudnick, 1966). They noted that the v i s u a l s p a t i a l matchings to be the least d i f f i c u l t ; the combined v i s u a l s p a t i a l and and temporal matchings (VS-A, A-VS, VS-VT, VT-VS) to be moderately d i f f i c u l t . The v i s u a l s p a t i a l and temporal matchings are tasks requiring the c h i l d to i d e n t i f y sounds made by d i f f e r e n t graphic symbols (A-VS) and i t s converse procedure (VS-A). A d d i t i o n a l l y , the temporal matching tasks require the v i s u a l recognition of graphic symbols while moving along a l i n e of p r i n t (VS-VT) and i t s converse procedure (VT-VS). Studies by Byrden (1972), Marshall (1979), Rudnick et a l . (1972) and S t e r r i t t et a l . (1971) noted that the tempral matchings (AT-VT, VT-AT, VT-VT, A-A) seem to be the most d i f f i c u l t . These l a t t e r tasks require associating the auditory patterns i n speech to the appropriate graphic symbols i n p r i n t (which are s p a t i a l l y organized) as one i s moving along a l i n e of p r i n t (AT-VT), and i t s converse procedure (VT-AT). The VT-VT i s simply a task which requires moving along a l i n e of p r i n t . From the above discussion, one could speculate that the temporal matchings (AT-VT, VT-AT, VT-VT, A-A) would be the tasks which best d i f f e r e n t i a t e good and poor readers, while the combined v i s u a l s p a t i a l and temporal matchings (VS-A, A-VS, VS-VT, VT-VT) would be tasks which probably d i f f e r e n t i a t e good and poor readers the l e a s t (except for the VS-VS task). Results from the multivariate analysis indicated that the four tempo groups did not d i f f e r e n t i a t e on any of the 9 AVI tasks. Since AVI tasks are supposed to d i f f e r e n t i a t e good and poor readers (Marshall, 1979, Rudnick et a l . , S t e r r i t t et a l . , 1971) r e s u l t s from the above analysis indicates the 4 tempo groups Hid not d i f f e r e n t i a t e i n reading a b i l i t y . A post-hoc a n a l y s i s , however, indicated that r e f l e c t i v e s performed s i g n i f i c a n t l y better than impulsives on the vocabulary and comprehension subtests of the Gates-MacGinitie Reading Test. One possible explanation f o r discrepant findings noted above i s that the Gates-MacGinitie and the AVI tasks may be measuring d i f f e r e n t s k i l l s . A Pearson product-moment c o r r e l a t i o n , however, indicated that the vocabulary and comprehension subtests of the Gates-MacGinitie and 8 of the 9 AVI tasks were s i g n i f i c a n t l y r e l a t e d . Results from the above analyses then, seem to in d i c a t e the following: 1) Gates-MacGinitie Reading Test and AVI tasks are s i g n i f i c a n t l y related and 2) r e f l e c t i v e and impulsives d i f f e r e n t i a t e d on the Gates-MacGinitie but not on the AVI tasks. As noted e a r l i e r , AVI task performance d i f f e r e n t i a t e d good and poor readers (Birch & Belmont, 1964, 1965; Beery, 1967; Kahn & Birch, 1967; Marshall, 1979; S t e r r i t t & Rudnick, 1966). S i m i l a r l y , the R-I dimension d i f f e r e n t i a t e d good and poor readers (Butler, 1972; Davey, 1971; Hood & Kendall, 1974; Kagan, 1965b; Readence, 1976; Shapiro, 1976). Since these r e s u l t s i n d i c a t e that AVI tasks and the R-I dimension can both d i f f e r e n t i a t e good and poor readers but do not seem to be relat e d to one another, ( i . e . there was no d i f f e r e n t i a t i o n of r e f l e c t i v e s or impulsives on any AVI tasks), the following explanations can be put f o r t h : 1) AVI tasks are rela t e d to reading, 2) the R-I dimension i s rela t e d to reading, but, 3) there appears to be no re l a t i o n s h i p between performance on AVI tasks and performance on the MFFT. The R-I dimension and the AVI tasks both possess s k i l l s that are s i m i l a r to those;'.required i n reading, but they do seem to possess s k i l l s common with each other. I f the AVI tasks are assessing the 56 perceptual organization mechanisms that are involved i n the process of reading, then the r e s u l t s from t h i s study i n d i c a t e that reading d e f i c i e n c i e s i n impulsive c h i l d r e n are not based i n t h e i r perceptual organization of complex v i s u a l s t i m u l i . If the AVI tasks are not assessing perceptual organization mechanisms involved i n the process of reading,deficiencies i n impulsive c h i l d r e n may be due to t h e i r d e f i c i e n c i e s i n perceptual organization of complex v i s u a l s t i m u l i . The l a t t e r i n t e r p r e t a t i o n seems possible based on the assumption that even though AVI tasks d i f f e r e n t i a t e good and poor readers, these tasks may do so on factors other than perceptual organization. If the basis of the above i n t e r p r e t a t i o n i s correct, then i t i s d i f f i c u l t to speculate what the nature of the AVI tasks are, that i s , what they are a c t u a l l y assessing. If AVI tasks are assessing perceptual organization, then reading d e f i c i e n c i e s i n impulsive c h i l d r e n may be due to factors other than perceptual organization of complex v i s u a l s t i m u l i . While there may be many such factors (eg. motivation, memory, anxiety, e t c . ) , one factor worth i n v e s t i g a t i n g i s attention. The l i t e r a t u r e on scanning strategies has noted that impulsives ignored two and one-half times as many alternates on the MFFT than r e f l e c t i v e s (Drake, 1970; Sigelman, 1969). Epstein et a l . (1975) a t t r i b u t e the i n e f f i c i e n t scanning s t r a t e g i e s of impulsive c h i l d r e n noted by Drake (1970) and Sigelman (1969) to impulsives' i n a b i l i t y to sustain a t t e n t i o n . Zelniker et a l . (1972) found support for t h i s hypothesis by nothing that when impulsives were given longer time to respond to a task, t h e i r performance decreased. Zelniker et a l . (1972) i n a further study, measured v i s u a l scanning s t r a t e g i e s on the MFFT using a video-tape recorder. They noted that r e f l e c t i v e s had a s i g n i f i c a n t l y higher frequency and duration of observation. Zelniker et a l . (1972) concluded that \"...the i n a b i l i t y to sustain attention i s one of a number of behaviors that would be appropriate i n a denotative d e f i n i t i o n of i m p u l s i v i t y \" (p.335). Investigating a t t e n t i o n a l d e f i c i t s i n impulsive c h i l d r e n as one source of v a r i a t i o n e f f e c t i n g reading performance may be a possible avenue of future research i n exploring reading problems. Summary and Implications for Future Research This study attempted to assess whether d e f i c i e n c i e s i n reading a b i l i t y of impulsive c h i l d r e n might be traced to inadequate perceptual organization of complex v i s u a l s t i m u l i . The r a t i o n a l e was derived from the l i t e r a t u r e on scanning s t r a t e g i e s . I t was noted that impulsive ch i l d r e n were i n e f f i c i e n t i n scanning and decoding of graphic symbols (Kilburg & S i e g e l , 1973; Nelson, 1969; S i e g e l , K e i a s i c & K i l b u r g , 1973; Sigelman, 1969). It was hypothesized that the i n e f f i c i e n t scanning strategies employed by impulsive c h i l d r e n on complex v i s u a l s t i m u l i might be.factors which contributed to t h e i r reading d e f i c i e n c i e s (Butler, 1972; Davey, 1972; Hood & Kendall, 1974; Readence, 1976; Shapiro, 1976). To test t h i s , nine combinations of a u d i t o r y - v i s u a l temporal-spatial i n t e g r a t i o n tasks were employed. These 9 tasks were devised by Jarman (1977) and constructed by Marshall (1979). The 9 AVI tasks were thought to p a r a l l e l the process of reading (Beery, 1967; Marshall, 1979; Muehl & Kremenak, 1966; Rudnick et a l . , 1972; S t e r r i t t et a l . , 1971) and as such, they were 58 assumed to assess the perceptual mechanisms en t a i l e d i n reading. In t h i s way, we might be able to trace differences i n reading performance of r e f l e c t i v e and impulsive c h i l d r e n to t h e i r differences i n perceptual organization of complex v i s u a l s t i m u l i . Results from the m u l t i v a r i a t e analysis of conceptual tempo indicated no s i g n i f i c a n t main e f f e c t . That i s , the four tempo groups ( r e f l e c t i v e s , slow accurates, fast accurates, and impulsives) did not d i f f e r e n t i a t e s i g n i f i c a n t l y on any of the 9 AVI tasks. That i s , d e f i c i e n c i e s i n reading performance of impulsive c h i l d r e n could not be traced to t h e i r perceptual organization of complex v i s u a l s t i m u l i as operationalized by the 9 AVI tasks. An a l t e r n a t i v e p o s s i b i l i t y i s that i f the 9 AVI tasks were not assessing perceptual organization of complex v i s u a l s t i m u l i , then researchers may wish to pursue the perceptual organization hypothesis using other sets of tasks which purport to assess perceptual organization. If the 9 AVI tasks were assessing the perceptual organization of complex v i s u a l s t i m u l i as r e l a t e d to the reading process, then f a c t o r ( s ) other than perceptual organization need to be considered i n explaining d e f i c i e n c i e s i n reading performance of impulsive c h i l d r e n . One such factor might be a t t e n t i o n a l d e f i c i t s . A review by Epstein et a l . (1975) c i t e s studies (eg. Drake, 1970; Sigelman, 1969; Zelniker et a l . , 1972) which lend support to the notion that a t t e n t i o n a l d e f i c i t s i n impulsive c h i l d r e n may be sources of v a r i a t i o n e f f e c t i n g task performance. Further i n v e s t i g a t i o n exploring the a t t e n t i o n a l d e f i c i t s hypothesis may be f r u i t f u l . The r e s u l t s from the multivariate analysis of conceptual tempo seem s u r p r i s i n g i n view of the f a c t that performance on the MFFT and performance on the AVI tasks can both d i f f e r e n t i a t e good and poor readers, but r e f l e c t i v e s and impulsives did not d i f f e r e n t i a t e on any of the 9 AVI tasks. This seems to i n d i c a t e that the AVI tasks and the MFFT are both r e l a t e d to reading i n some manner, but there seems to be no r e l a t i o n s h i p between them. It would seem more expedient for researchers then, to use the MFFT as opposed to the 9 AVI tasks i f they wished to d i f f e r e n t i a t e good and poor readers. This could save them an invaluable amount of time since the MFFT takes about 15 minutes to administer i n comparison to 4 hours for the 9 AVI tasks. However, i f diagnostic information were required about sources of reading d i f f i c u l t i e s ( i . e . inadequate i n t e g r a t i o n of auditory-temporal, visual-temporal or v i s u a l - s p a t i a l tasks), then the 9 AVI tasks may be more su i t a b l e . I t i s assumed here that information received from AVI task performance i s i n f a c t diagnostic and not j u s t spurious information. F i n a l l y , researchers may wish to employ a more r e l i a b l e form of the MFFT. The low r e l i a b i l i t y of the MFFT, although not investigated i n t h i s study, i s of concern to t h i s w riter. I t i s the opinion of t h i s writer that future researchers consider employing a more r e l i a b l e form of the MFFT. The current MFFT used (form F) has a t e s t - r e t e s t r e l i a b i l i t y of .52 (Ault et a l . , 1976; Egeland & Weinberg, 1976). More recently, Cairns and Cammock (1978) have developed a more r e l i a b l e form of the MFFT. This instrument contains 20 items, with a two week s p l i t - h a l f r e l i a b i l i t y of .91 for latency and .89 for errors. A t e s t - r e t e s t r e l i a b i l i t y over a f i v e week period yielded a c o e f f i c i e n t of .85 for latency and .77 for e r r o r s . Using such an instrument would make the dicotomization of subjects i n t o r e f l e c t i v e s and impulsives more r e l i a b l e . In summary, the r e l a t i o n s h i p between the R-I dimension, and AVI needs to be investigated further. By d i l e n a t i n g the above re l a t i o n s h i p we may be able to make some comment regarding the v a l i d i t y of the perceptual organization hypothesis. In t h i s way, we w i l l be one step closer i n knowing the factor(s) contributing or not contributing to reading d e f i c i e n c i e s i n impulsive c h i l d r e n . REFERENCE NOTE 1.) Marshall, M. Personal communication, Oct. 5, 1978. REFERENCES Abravenel, E. 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APPENDIX A Sample item from MFFT 69 A P P E N D I X A APPENDIX B Scoring sheet f o r MFFT MATCHING FAMILIAR FIGURES TEST Examiner: Examinee:, Sex: M School: Grade: Year Month Day Date of Test: Birthday: Age: Item: l)House (1) Time:_ Choice: IV 2) 3) _4) 5) 6 ) _ 2)Scissor (2) Time: Choice:!) 2) 3) 4) 5) 6) 3)Phone (3) Time: Choice:!) 2) 3) 4) 5) 6 ) . 5) Tree (2) Time: 6) Leaf (6) Time: 4)Bear (4) Time: Choice: 1) 2) 3) 4) 5) 6) _ Choice: 1) 2) 3) 4) 5) 6) _ Choice: 1) 2) 3) 4) 5) 6) 7) Cat (3) Time: Choice: 1) 2) 3) 4) 5) 6) 8) Dress (5) Time:_ Choice: 1) 2) 3) 4) 5) 6) 9) G i r a f f e (4) Time: Choice: 1) 2) 3) 4) 5) 6)_ 10) Lamp (5) Time: Choice: 1) 2) 3) 4) 5) 6)_ 11) Boat (2) Time:_ _ Choice: 1) 2) 3) 4) 5) 6 ) _ 12)Cowboy (4) Time: Choice: 1) 2) 3) 4) 5) 6) Total Time: Total Correct: T o t a l Error: APPENDIX C Directions f o r administering the MFFT 73 APPENDIX C DIRECTIONS FOR MATCHING FAMILIAR FIGURES \"I am going to show you a p i c t u r e of something you know and then some p i c t u r e s that look l i k e i t . You w i l l /have to p o i n t to the p i c t u r e on t h i s bottom page (point) t h a t i s j u s t l i k e the one on t h i s top page ( p o i n t ) . Let's do some f o r p r a c t i c e . \" E shows p r a c t i c e items and helps the c h i l d to f i n d the c o r r e c t answer. \"Now we are going to do some tha t are a l i t t l e b i t harder. You w i l l see a p i c t u r e on top and. s i x p i c t u r e s on the bottom. F i n d the one that i s j u s t l i k e the one on top and p o i n t to i t . \" E w i l l r ecord l a t e n c y to f i r s t response to the h a l f -second, t o t a l number of e r r o r s f o r each item and the order i n which the e r r o r s are made. I f S i s c o r r e c t , E w i l l p r a i s e . I f wrong, E w i l l say, \"No, t h a t i s not the r i g h t one. F i n d the one t h a t i s j u s t l i k e t h i s one ( p o i n t ) . \" Continue to code responses (not times) u n t i l c h i l d makes a maximum of s i x e r r o r s or gets the item c o r r e c t . I f i n c o r r e c t , E w i l l show the r i g h t answer. \\ I t i s necessary to have a stand to place the t e s t book-l e t on so t h a t both the stimulus and the a l t e r n a t i v e s are c l e a r l y v i s i b l e to the S at the same time. The two pages should be p r a c t i c a l l y at r i g h t angles to one another. Note: I t i s d e s i r a b l e to enclose each page i n c l e a r p l a s t i c i n order to keep the pages c l e a n . 74 APPENDIX D Matching task stimulus patterns i n AVI tasks APPENDIX D I T EM NUMBER S T I M U L U S C O M P A R I S O N SAME (S )/ DIFFERENT(D) EXAMPLES 1 • • • • • • S 2 • • • • • • D 3 • • • • • • D 4 • • • • • • S S • • • • • • 0 TEST ITEMS 6 • • • • • • • • S 7 • • • • • • • • D 8 • • • • • • • • D 9 • • • • • • • • S 10 • • • • • • • • D II • • • • • • • • S 12 • • • • • • • • S 13 • • • • • •• • • D 14 • • • • • • • • • • S 15 • • • • • REST • • • • • REST S 16 • • • • • • • • • • 0 17 • • • • • • • • • • 0 18 • • • • • • • • • • S 19 • • • • • • • • • • 0 20 • • • • • • • • • • S 77 APPENDIX E Scoring sheet for AVI matching task stimulus patterns APPENDIX , same d i f f e r e n t 2 same d i f f e r e n t same d i f f e r e n t j il same d i f f e r e n t „ same d i f f e r e n t 5 g same d i f f e r e n t y same d i f f e r e n t g same d i f f e r e n t ^ same d i f f e r e n t •^ Q same d i f f e r e n t same d i f f e r e n t ^2 same d i f f e r e n t same d i f f e r e n t ^ same d i f f e r e n t , s a m e d i f f e r e n t 15 • REST same d i f f e r e n t ^ same d i f f e r e n t 18 19 20 21 22 23 24 25 Name: same d i f f e r e n t 26 35 same d i f f e r e n t same d i f f e r e n t same d i f f e r e n t same d i f f e r e n t same d i f f e r e n t same d i f f e r e n t same d i f f e r e n t REST same d i f f e r e n t same d i f f e r e n t APPENDIX F Mul t i p l e Regression Analysis APPENDIX P The Amount of Variance Accounted f o r ^ biy.sSna:k;j:ec&xV-SMacWles f o r each Dependent Measure Dependent Measures NuSulsvfe^t Va r i a b l e s T o t a l Sex I . Q . Vocabulary C h r o n o l o g i c a l Comprehension Age 1 . A-A . 0 9 4 0 . 0 9 4 0 2 . A-VT . 0 4 5 9 . 0 2 9 3 . 0 8 6 7 . 1 6 1 8 3 . A-VS . 1 1 3 2 . 1 1 3 2 4 . VT-A . 1278 .0241 . 1 5 1 9 5 . VT-VT . 0 7 2 6 . 1 5 1 1 . 2 2 3 7 6 . VT-VS . 0 4 4 4 .1541 . 1 9 8 5 7 . VS-A . 1 0 3 9 . 1 0 3 9 8 . VS-VT . 0 3 0 9 . 0 3 0 5 . 0 8 6 1 .1475 9 . VS-VS . 0 3 1 9 . 0 3 1 9 T o t a l .1494 . 1 3 6 1 .4985 .4184 .0241 1 . 2 2 6 4 Percentage . 0 1 6 . 0 1 5 . 0 5 .04 . 0 0 2 6 . 1 3 APPENDIX G I n t e r c o r r e l a t i o n of AVI Tasks and Reading Measures APPENDIX fi I n t e r c o r r e l a t i o n s of AVI Tasks and Reading Measures 1 2 3 4 5 6 7 8 9 10 11 1 . A-A - . 5 5 3 * * . 6 1 0 * * . 5 6 8 * * . 6 1 2 * * . 6 0 5 * * . 4 8 5 * * . 6 2 5 * * . 4 3 0 * * - . 3 0 7 * * - . 2 8 3 * 2 . A-VT . 6 2 0 * * . 6 6 8 * * . 6 0 1 * * . 4 3 4 * * . 4 4 . 6 * * . 4 1 6 * * . 4 1 3 * * - - . 2 9 5 * - 2 . 6 8 * 3 . A-VS - . 5 8 7 * * . 5 0 1 * * . 5 6 1 * * . 5 4 7 * * . 4 8 0 * * . 2 6 8 * - . 3 1 7 * * - . 3 3 7 * * 4 . VT-A - . 5 8 0 * * . 4 7 6 * * .418** . 3 5 3 * * . 3 5 4 * * - . 3 5 8 * * - . 3 5 5 * * 5 . VT-VT - . 5 1 5 * * . 4 8 0 * * . 4 8 7 * * . 3 8 3 * * - . 3 5 4 * * - . 3 8 9 * * 6 . VT-VS - . 5 9 7 * * . 5 3 9 * * • 3 5 5 * * - . 3 5 9 * * - . 3 9 3 * * 7 . VS-A - . 4 4 3 * * . 5 1 7 * * - . 3 2 2 * * - . 3 1 4 * * 8 . VS-VT - . 4 2 4 * * - . 2 9 4 * - . 2 7 8 * 9 . VS-VS - - . 1 0 5 - . 1 3 0 1 0 . Vocabulary - . 8 3 4 * * 1 1 . Comprehension -a n=93 * p < . 0 5 *# p < . 0 0 1 "@en ; edm:hasType "Thesis/Dissertation"@en ; edm:isShownAt "10.14288/1.0054491"@en ; dcterms:language "eng"@en ; ns0:degreeDiscipline "School Psychology"@en ; edm:provider "Vancouver : University of British Columbia Library"@en ; dcterms:publisher "University of British Columbia"@en ; dcterms:rights "For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use."@en ; ns0:scholarLevel "Graduate"@en ; dcterms:title "Conceptual tempo and auditory-visual temporal-spatial integration"@en ; dcterms:type "Text"@en ; ns0:identifierURI "http://hdl.handle.net/2429/21661"@en .