The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and…

Cross-modal and intramodal matching ability with visual and auditory content was studied in low, normal, and high IQ fourth-grade children (N=240) who were also administered tests of simultaneous and successive syntheses. Results indicated that simultaneous and successive central processes are involved in modality matching performance and that…

The study is concerned with auditory versus visual presentation of several kinds of verbal materials: (1) word pairs; (2) sentences; and (3) prose passages. Ninety-six fourth and sixth graders from a predominantly white, middle class suburban area served as subjects. Major hypotheses included: (1) a mode-by-materials interaction would exist such…

Groups of extrovert, ambivert, and introvert children, aged 8, saw pictures with a taped commentary about each. On an immediate recall test, extroverts recalled most if given the commentary before the picture, introverts did best when the picture came first, and ambiverts performed similarly in both conditions. (Author/SJL)

Focuses on the use of different learning modalities in elementary music classes. Describes four learning modalities (aural, kinesthetic, tactile, and visual) and discusses how these modalities can aid in children's conceptual understanding. Discusses the benefits of this approach and includes a lesson plan using the learning modalities. (CMK)

The purpose of this study was to determine whether children as young as second-graders could encode categorically within an abstract evaluative dimension. The study uses mode of stimulus presentation (auditory or visual) as an independent variable. The subjects were 40 white middle class children from grades 2, 4, and 6, who were randomly assigned…

The Swassing-Barbe Modality Index (SBMI) uses visual, auditory, and tactile inputs, but only reconstructed output, to measure children's modality strengths. In this experiment, the SBMI's three input modalities were crossed with two output modalities (spoken and drawn) in addition to the reconstructed standard to result in nine treatment…