ERIC Number: ED043373
Record Type: RIE
Publication Date: 1970-Mar-2
Reference Count: 0
Intellectual Development and the Ability to Process Visual and Verbal Information.
Randhawa, B. (Randy)
Forty randomly selected school children, in four treatment groups of ten each (each comprised of children from the 5, 8, and 12 year age levels) participated in a study to determine the extent to which the capacity for information processed by a child increases in amount with development. Apprehension span (perception and transformation of aural or visual inputs leading up to reconstruction or verbal description output) was measured. A specially designed form board varying on three binary dimensions and thirty-two plastic geometric shapes varying on five binary dimensions was the basic test material to which a subject responded by either describing or reconstructing a given stimulus design. Scores were calculated on the basis of match between the reference subset of shapes and the form board performance. A 3 x 2 x 2 complete factorial design was used. Results indicate that there is a differential decrease in differences in the apprehension span of children with development. Correlations between the total of eight apprehension span tasks and the Primary Mental Abilities Test support the conclusion that information is processed through the non-verbal mode and bottlenecks in a child's processing of information are mainly those involving translation into and out of another medium such as language. (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: Ontario Inst. for Studies in Education, Toronto.
Authoring Institution: Saskatchewan Univ., Saskatoon. Extension Div.
Note: Ppaer presented at the annual meeting of the American Educational Research Association, Minneapolis, Minnesota, March 2-6, 1970