Does Attentional Cueing Affect Dichotic Listening Performance in Children?
| Autor: | John E. Obrzut, Carol A. Boliek, Arve Asbjørnsen |
|---|---|
| Rok vydání: | 2006 |
| Předmět: |
Male
Adolescent Monaural behavioral disciplines and activities Dichotic Listening Tests Task (project management) Nonverbal communication Tone (musical instrument) Developmental and Educational Psychology Humans Attention Child Reinforcement Verbal Recall Learning Disabilities Dichotic listening Cognition Paired-Associate Learning Memory Short-Term Neuropsychology and Physiological Psychology Acoustic Stimulation Education Special Laterality Speech Perception Cues Psychology Cognitive psychology |
| Zdroj: | Developmental Neuropsychology. 30:791-800 |
| ISSN: | 1532-6942 8756-5641 |
| DOI: | 10.1207/s15326942dn3003_2 |
| Popis: | This study addresses the effects of verbal versus nonverbal (tone) shifts of attention on dichotic listening (DL) performance with children. Theoretically, a tonal cue may be more effective in increasing attention than a verbal cue following instruction. The inconsistency of studies reporting substantial effects of attention on ear asymmetries in children with or without learning disabilities (LDs) may be due to a developmental difference in their ability to use verbal or tone cues to select stimuli for recall. Participants included 30 right-handed children (15 control, 15 with LDs) with a mean age of 10.8 years. Each participant received 60 trials of a monaural tone cue task, 60 trials of a binaural verbal cue task, and 60 trials of a monaural verbal cue task, to direct attention to either the left or right ear before the presentation of consonant-vowel syllable pairs in a DL task. A factorial design analysis of variance yielded a significant right-ear advantage for both groups. More important, the Group x Task interaction was found to be significant, indicating that group performance on ear scores was dependent on type of cueing condition. Whereas all 3 cue conditions were effective in orienting attention for control participants, larger shifts were apparent under both binaural and monaural verbal instructional cue conditions. In contrast, participants with LD showed larger shifts of attention under the tonal cue condition. These results show that control participants have greater ability to focus attention with the use of a verbal cue, whereas participants with LD show greater ability to orient attention with the use of a tone cue in reducing error rates in DL performance. |
| Databáze: | OpenAIRE |
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