Cross-modal matching by retarded and normal readers

Jones, Bill

doi:10.3758/bf03333428

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…These differences between reading ability groups in short-term memory for sequential patterns are particularly strong and consistent when the sequential patterns are presented auditorially (Badian, 1977;Jones, 1974;Payne, Davenport, Domangue, & Soroka, 1980). Payne et al demonstrated the importance of sequential auditory short-term memory in a study of Birch and Belmont's (1964) hypothesis about the role of intersensory integration in reading ability.…”

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confidence: 84%

Auditory short-term memory and digit span: Normal versus poor readers.

Payne¹,

Holzman²

1983

Journal of Educational Psychology

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These experiments were conducted to investigate the relationship between reading comprehension level, digit span, and short-term memory for Morse code-like temporal patterns. Consistent with previous research on children, Experiment 1 demonstrated that college students performed better when the first pattern was auditory than when it was visual or tactual. Experiments 2 and 3 found no relationship for either college or fifth-grade students between digit span and accuracy in comparing patterns of tones presented a few seconds apart. However, both tasks discriminated between children with normal and poor reading comprehension scores on a standardized test. It appears that these two tasks index fundamental processes that underlie reading comprehension. Digit span seems to assess an individual's ability to rapidly develop meaningful codes in memory for incoming verbal stimuli. The auditory pattern comparison procedure appears to measure ability to maintain information in short-term memory.Differences in short-term memory capabilities have been shown to distinguish reading-disabled children from normal readers of the same age (e.g., Elkins & Suitman, 1981). However, Torgesen and Houck (1980) have pointed out that the specific deficiencies in learning-disabled children are not well understood. Birch and Belmont (1964) asserted that the difficulties of retarded readers derive from their inability to form connections between visually and auditorially coded information in short-term memory. Clearly, reading instruction concentrates on the translation of visually presented materials into sounds and vice versa. However, Rubinstein and Gruenberg (1971) pointed out that the experimental task employed by Belmont (1964, 1965

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confidence: 84%

Auditory short-term memory and digit span: Normal versus poor readers.

Payne¹,

Holzman²

1983

Journal of Educational Psychology

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“…On fait done l'hypothese qu'il existe d'une part des champs representationnels relativement clos, d'autre part un systerne regulateur qui permet d'ouvrir ou non ces (16) Une telle conception du rOle central du corps dans la vie mentales'inscrit dansdivers courants de la psychologie moderne (notamment, Jones, 1974;Coquery, 1978;Damasio, 1994;Decety ldirl. 2000), lesquels prolongent la perspective philosophique de Bergson (1932).…”

Section: Dynamique Corporelle Et Dynamique Musicaleunclassified

Fondements d'une théorié générale Du Musical

Leroy

2004

Musicae Scientiae

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nne • REsUML e modele dominant du laboratoire dans I'approche scientifique de la musique aboutit a faire d'une science de I'homme une science de I'objet. Or, !'''objet eplsternlque" dessciences humaines n'est-il pas"interaction d'un "sujet" producteur de sens avec la virtuallte d'un "objet" ? Le but est done de developper un champ theonque qui permette de pensercette interaction. l'hypothese est que I'l!tre humain est un systsrne energetlque engage dans une dynamique interactive avec les systernes de son environnement. Tout vecu est eprouve comme une experience d'energie ("vie emotive") qu'on peut schernatiser sous la forme d'un profil dynamique ("processus ernotif"). C'est par la dynamique corporelle que ces "profils dynamiques de la vie emotive" (PDVE) sont stabilises en representations ("processus postural") utilisables alors par Ie sujet pour organiser un sensde so!(Stem) et contrOler son activlte, La "vie affective", en tant que guide de l'activite orientee de I'organisme, est ce qui permet d'lntegrer subjectivement ces vecus, Le musical est directement en rapport avec ces mecanismes. La substance de la muslque, c'est Ie temps subjectif exprirne par les PDVEs concretises par Ie materlau sonore(mecanisme de "projection"). Divers rnecanisrnes rendent compte de l'elaboratron subjective de la "forme" apartir d'un "modele". Le musical jouerait un rOle dans les mecamsmes de regulation energetique de l'organisrne par Ie systems nerveuxcentral. Lamusiquefoumirait desconfigurations energetiques typiques permettant de placerI'organisme dans un etat motivationnel contextuellement adapte ("systemes motivationnels"J. Ces systernes seraient Ie vehicule de ""impregnation emotive" de l'individu par Ie milieu social.

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The Developmental Significance of Cross-Modal Matching

Jones

1981

Intersensory Perception and Sensory Integration

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Cross-modal matching by retarded and normal readers

Cited by 6 publications

References 14 publications

Auditory short-term memory and digit span: Normal versus poor readers.

Auditory short-term memory and digit span: Normal versus poor readers.

Fondements d'une théorié générale Du Musical

The Developmental Significance of Cross-Modal Matching

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