Showing papers on "Perceptual learning published in 1974"

The Relationship of Selected Auditory Perceptual Skills and Reading Ability

Abstract: A review of studies using correlational statistical procedures to examine the relationship of reading to measures of auditory discrimination, memory, blending, and auditory-visual integration is presented. The consensus of this research suggests that the auditory skills are not sufficiently related to reading to be particularly useful for school practice. The conclusions provide information regarding the desirability of training these skills with the aim of increasing reading ability. The direction future research must take to further explore the relation of other auditory variables to reading is indicated.

Organizing Visual Perception through Art

Abstract: I N OUR ATTEMPTS to develop educational and therapeutic methods for children with special needs, we often overlook those experiences which are closest and most important to the children themselves. My purpose will be to demonstrate how children’s art can play a significant role in the correction of perceptual difficulties. In this brief statement I will be concerned with the barely explored technique of discussing art with children. Rather than venturing into the general therapeutic and educational significance of the art experience, I will be solely concerned with relating how the analysis of objective pictorial features can help the perceptually confused child t o organize and clarify his visual experience.

Personality correlates of visual perceptual responses.

Abstract: 28 Ss' responses to visual perceptual tasks were measured as a function of certain personality characteristics. Half the Ss saw a list of 20 neutral words and half saw a list with four taboo words interspersed. Accuracy was independent of personality characteristics. However, the confidence ratings of Ss differed significantly as a function of each of the three personality variables tested. It was concluded that personality should be considered in assessing Ss' responses in certain types of perceptual experimentation.

The Bender Gestalt and the Ravens Progressive Matrices Measures of Perceptual Behavior, Motor Behavior and Perceptual-Motor Behavior.

Abstract: The scores of 79 second-grade pupils on the Ravens Colored Progressive Matrices and the Bender Gestalt were factor-analyzed using six different factor-analytic procedures. Sex, age, and vocabulary test scores were included in the analysis as marker variables. The original factor solutions were subjected to oblique transformation and the transformed solutions were compared. Ten factors were found to be robust across factoring methods and were interpreted. Four perceptual factors were defined by Ravens items; three motor factors were defined by Bender items, and three perceptual-motor factors were defined by a combination of Bender, and Ravens items.

Differential Effects of Verbal Mediation on Learning and Transfer of a Complex Perceptual Skill

Abstract: 60 male Ss were randomly placed in one of four groups and learned a range-estimation task. One group learned this task by strictly trial-and-error methods using performance feedback. Group Trial-and-error-verbalization learned by trial-and-error methods but were required to verbalize their perception of target size. Group Cue were given a strong prompt on training trials and no feedback. Group Cue-verbalization were given the prompt and required to verbalize their perception of target size. Verbalization caused a significant decrement in performance on transfer of the learned skill (p < .01). The Trial-and-error group's performance was significantly better than that of other groups (p < .001). The decrement in performance caused by prompting and verbalization of this perceprual skill was discussed.