Relationship between auditory-visual integration, reading readiness, and conceptual tempo.
A modified downward extension of Birch and Belmont's auditory-visual integration test was correlated with the Metropolitan Readiness Test for 82 middle class kindergarten children. From this same sample the test performances of an equal numer (n = 11) of impulsive females, impulsive males, reflective females, and reflective males were compared with use of a 2 X 2 analysis of variance. An analysis of convariance was employed to further examine test performance. Metropolitan scores were equated for Verbal IQ; for auditory-visual integration, test response time and Verbal IQ were individually held constant. Auditory-visual integration variance accounted for 29% of Metropolitan variance. Reflectives performed significantly better than impulsives on the auditory-visual integration test with or without response time or WPPSI Verbal IQ held constant; they performed significantly better than impulsives on the Metropolitan, but this did not maintain when scores were equated for WPPSI Verbal IQ.
D000704:Analysis of Variance; D001307:Auditory Perception / Q000502:physiology*; D002675:Child, Preschool; D003210:Concept Formation / Q000502:physiology*; D005260:Female; D006801:Humans; D007175:Impulsive Behavior / Q000502:physiology; D007360:Intelligence; D008297:Male; D011930:Reaction Time / Q000502:physiology; D011932:Reading; D014796:Visual Perception / Q000502:physiology*