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Conceptual tempo and auditory-visual temporal-spatial integration

University of British Columbia

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.

Text

2010-03-09

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http://hdl.handle.net/2429/21661

School Psychology

University of British Columbia

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