the relationship between visual and auditory inspection time in primary school children. ian t....

The Relationship Between The Relationship Between Visual and Auditory Inspection Visual and Auditory Inspection

Time Time in Primary School Children. in Primary School Children.

Ian T. Zajac*Ian T. Zajac* Dr. Nicholas Dr. Nicholas BurnsBurns

The University of Adelaide, South Australia

*Email: [email protected]

Visual IT ProcedureVisual IT Procedure

Right-Trial Target Figure

Left-Trial Target Figure

Flash Mask

Visual IT ProcedureVisual IT Procedure

Visual IT FindingsVisual IT Findings

VIT is a reliable test of individual VIT is a reliable test of individual differences differences


VIT is a reliable test of individual VIT is a reliable test of individual differences differences

These individual differences relate to These individual differences relate to psychometric measures of psychometric measures of intelligenceintelligence

VIT is an index of general speediness VIT is an index of general speediness (G(Gss))



VIT does not exhibit sex differences VIT does not exhibit sex differences in performancein performance



VIT does not exhibit sex differences VIT does not exhibit sex differences in performancein performance

VIT is simple to completeVIT is simple to complete


Auditory Inspection TimeAuditory Inspection Time

Brand and Deary (1982) devised the Brand and Deary (1982) devised the first AIT taskfirst AIT task

Participants required to judge the Participants required to judge the temporal order of two tones differing temporal order of two tones differing in pitch (AIT-P)in pitch (AIT-P)


AIT-P does not index speed of processing AIT-P does not index speed of processing (G(Gss))



AIT-P – VIT correlations are inconsistent AIT-P – VIT correlations are inconsistent ((MMrr=0.21; or 4% shared variance)=0.21; or 4% shared variance)




AIT-P performance is likely to show sex AIT-P performance is likely to show sex differencesdifferences




AIT-P performance is likely to show sex AIT-P performance is likely to show sex differencesdifferences

AIT-P is particularly difficult to completeAIT-P is particularly difficult to complete


Auditory Inspection Time – Loudness Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-(AIT-L) is formally equivalent to AIT-P P


Auditory Inspection Time – Loudness Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-P (AIT-L) is formally equivalent to AIT-P

AIT-L correlates with AIT-P and Pitch AIT-L correlates with AIT-P and Pitch Discrimination abilityDiscrimination ability

It does not share variance with It does not share variance with speeded processing (Gspeeded processing (Gss))


Auditory Inspection Time – Spatial Auditory Inspection Time – Spatial (AIT-S) bears no formal similarity to (AIT-S) bears no formal similarity to AIT-P or AIT-LAIT-P or AIT-L

The discrimination required is one of The discrimination required is one of spatial localisation; it is highly spatial localisation; it is highly similar to VIT in this regardsimilar to VIT in this regard


AIT-S correlates with measures of AIT-S correlates with measures of intelligenceintelligence

AIT-S correlates with VITAIT-S correlates with VIT

AIT-S correlates with general AIT-S correlates with general speediness (Gspeediness (Gss))

The Present StudyThe Present Study

AIT-S should be measurable in AIT-S should be measurable in populations other than undergraduatespopulations other than undergraduates

AIT-S performance should be free from AIT-S performance should be free from sex differencessex differences

AIT-S and VIT should correlate with AIT-S and VIT should correlate with markers of cognitive ability in a markers of cognitive ability in a comparable fashioncomparable fashion

The Present StudyThe Present Study Primary School Children (Primary School Children (NN=80), aged =80), aged

10 through 12 (10 through 12 (MM=11.06, =11.06, SDSD=.81 years)=.81 years)

38 males (38 males (MM=11.05, =11.05, SDSD=.76 yrs); 42 =.76 yrs); 42 females (females (MM=11.07, =11.07, SDSD=.86 yrs)=.86 yrs)

Participants completed AIT-S; VIT; Digit Participants completed AIT-S; VIT; Digit Symbol (GSymbol (Gss); Raven’s Progressive ); Raven’s Progressive Matrices (GMatrices (Gff); and Information Scales ); and Information Scales (G(Gcc))

ResultsResults

All of the children successfully All of the children successfully completed AIT-Scompleted AIT-S

No effect of sex on VIT thresholds No effect of sex on VIT thresholds

[[tt(77) = 0.10, (77) = 0.10, ns.ns.]]

No effect of sex on AIT-S thresholds No effect of sex on AIT-S thresholds

[[tt(78) = 0.13, (78) = 0.13, ns.ns.]]

ResultsResults

VITVIT AIT-SAIT-S

GGc c -.09-.09 -.06-.06

GGff -.11-.11 -.33**-.33**

GGss -.26*-.26* -.36**-.36**

VITVIT -- .30**.30****p<.01**p<.01

*p<.05*p<.05

ResultsResults

r = .30

ResultsResults

r = 0.15

r = 0.54

ResultsResults

r=-.42

r=.07

r=-.47

r=.01

ResultsResults

First Un-First Un-

rotated rotated

FactorFactor

Factor 1Factor 1

(30%)(30%)

Factor 2Factor 2

(11%)(11%)

AIT-SAIT-S -.52-.52 .05.05 .71.71

VITVIT -.33-.33 .02.02 .44.44

GGss .62.62 .36.36 -.36-.36

GGff .58.58 .48.48 -.18-.18

GGcc .63.63 .85.85 .16.16

ResultsResults

First Un-First Un-

rotated rotated

FactorFactor

Factor 1Factor 1

(39%)(39%)

Factor 2Factor 2

(11%)(11%)

AIT-SAIT-S -.68-.68 .71.71 -.04-.04

VITVIT -.64-.64 .82.82 .13.13

GGss .69.69 -.44-.44 .34.34

GGff .57.57 -.09-.09 .59.59

GGcc .50.50 .13.13 .76.76

ConclusionsConclusions

AIT-S is a successful measure of ITAIT-S is a successful measure of IT

ConclusionsConclusions

AIT-S is a successful measure of ITAIT-S is a successful measure of IT

IT measures are psychologically IT measures are psychologically complexcomplex

Performance may be affected byPerformance may be affected byAttentional capacitiesAttentional capacities

MotivationMotivation

FatigueFatigue

Strategy useStrategy use

Questions?Questions?

the relationship between visual and auditory inspection time in primary school children. ian t....

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