PURDUE PEGBOARD PERFORMANCE AND REACTION TIME IN RESPONSE TO LATERALIZED VISUAL STIMULI IN READING DISABLED AND NORMAL CHILDREN.
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Title
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PURDUE PEGBOARD PERFORMANCE AND REACTION TIME IN RESPONSE TO LATERALIZED VISUAL STIMULI IN READING DISABLED AND NORMAL CHILDREN.
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Identifier
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AAI8708301
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identifier
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8708301
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Creator
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LESLIE, SUSAN CHERYL.
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Contributor
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Howard Ehrlichman
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Date
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1987
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Psychobiology
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Abstract
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The purpose of the present study was to apply measures of motor behavior estimates of interhemispheric transmission time (IHTT) derived from simple manual reaction time to the study of differences between reading disabled and normal readers. The first phase of this study examined the performance of 25 carefully selected reading disabled and 25 male control subjects, ages 9-12 years, on the peg placement section of the Purdue Pegboard Test (PPT). A significant Group x Condition interaction was obtained and indicated that disabled readers performed worse than controls in the unimanual, but not in the bimanual condition. Simple manual reaction time was also obtained from each group in response to checkerboards, which were randomly presented to each visual field. The conditions were blocked by the hand of response. An estimate of interhemispheric transmission time (IHTT) was derived by subtracting the median reaction time obtained in the ipsilateral hand-visual field condition from the median reaction time obtained in the contralateral condition. The results indicated no overall difference in reaction time between the groups. As expected, a significant Hand x Visual field interaction emerged, demonstrating faster reaction times in the anatomically predicted direction. No other significant interactions were obtained. Correlational data indicated that longer IHTTs were associated with better reading performance, particularly for the dyslexics. The implications of these data for hypotheses that argue for left hemisphere dysfunction, as well as those that posit interhemispheric transfer deficits in reading disabled children are discussed.;The second phase of this study examined test-retest reliability of the PPT and group differences in subtle motor behaviors that were demonstrated during PPT performance. A subsample of 19 disabled and 19 normal readers returned to participate in a re-administration and videotaping of the PPT. Test-retest reliabilities were moderately high and most were significant. The Group x Condition interaction that was found in the first administration was not significant upon readministration. However, group differences did emerge in more subtle indices of behavioral performance, which, importantly, were not reflected in the overall PPT score.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
