ERIC Number: ED050927
Record Type: RIE
Publication Date: 1970-Jun-25
Reference Count: 0
The Perceptual Basis of Developing Reading Skill. Final Report.
Brown, Donald R.; Ottinger, D. R.
Four studies with infants and preschool-age children examined various pattern perception tasks considered to be related to the perceptual basis of the development of reading skills. Study 1 used 28 neonates to test the hypothesis that supplemental stimulation (rocking, patting, holding) has measurable effects upon attention to visual patterns. Results supported the hypothesis. Study 2 used 24 neonates to test the hypothesis that kinesthetic stimulation (rocking) effects attention to visual patterns. Results showed no significant effects of supplemental stimulation upon visual attention; however, there was a significant effect of target complexity upon attention. Study 3 used 32 3- and 4-year-olds to test the hypothesis that preference for complexity of stimuli increases with age. Results confirmed the hypothesis, but there was also evidence that children were not responding solely to stimuli complexity. Results of Study 4 with 10 3- and 4-year-olds showed that (1) mirror-image reversal discrimination is difficult, and subjects were sensitive to complexity differences and (2) data were ambiguous in regard to whether children process multivariate stimuli differences simultaneously. Tables and references are included. (VJ)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Purdue Univ., Lafayette, IN. Dept. of Psychology.