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Biomedical subjects

E J Butter

Publications and source records attributed to E J Butter.

8 recordsLinked to original sources
PubMed1982

Prediction of adults' reading performance as a function of auditory and visual cognitive styles and intelligence.

120 students were administered the Auditory Cognitive Styles Test and the Matching Familiar Figures Sequential Presentation Test to assess cognitive style. Estimates of intelligence were based on the California Test of Mental Maturity. Performances were used to predict achievement on the Diagnostic Reading Test: comprehension, vocabulary, and total reading. Canonical correlation indicated an over-all relationship between the cognitive style variables and intelligence in the predictor set and the three reading measures of the criterion set. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. Importance of auditory factors in understanding adults' reading is supported.

Adolescent↗
PubMed1982

Effect of order of presentation on simultaneous and sequential Matching Familiar Figures tests.

48 third grade children were administered both the standard, simultaneous version of the Matching Familiar Figures and a sequential presentation version of the same test. Order of administration of the two formats was counterbalanced. Subjects who took the simultaneous version first committed fewer errors on the sequential version than did subjects who took the more difficult sequential version first. This same finding was reported in other research by the authors and suggests that performance on the easier task primes the subject for the later administration of the more difficult task. Implications for teaching problem-solving skills and the cognitive style literature were presented.

Child↗
PubMed1978

Facilitative effects of haptic training on children's visual problem solving.

39 fourth grade children exposed to a haptic (active touch) match-to-sample task made significantly fewer posttest errors, relative to control subjects, on a visual problem-solving task. Further, this reduction in errors was comparable to that shown by children who had received specific training in reflective problem-solving. The results were discussed in terms of the possible facilitative effects exposure to a haptic task can have on children's visual problem-solving.

Child↗
PubMed1978

Auditory and visual cognitive styles and adult reading performance.

College students performed match-to-sample tasks in the visual and auditory modalities. These tasks assessed reflective and impulsive cognitive styles. Cognitive style performance was related to achievement on a standardized test that measured Comprehension, Rate, Vocabulary, and Total reading achievement. Differential performance on several of these reading measures was a function of classification by auditory cognitive style, but not for visual style. Auditory assessment of cognitive style may have important implications for adults' as well as children's reading.

Adolescent↗
PubMed1976

Are two hands better than one? assessing information acquired from one- and two-handed haptic exploration of random forms.

15 male undergraduates were presented with 10-sided random forms which they explored visually, or one-handed haptically, or two-handed haptically. Forms were exposed for various durations and subjects were required to draw each form immediately after its removal. The results indicated that 30 sec. of one-handed exploration and 20 and 30 sec. of two-handed exploration produced performance comparable to just 2 sec. of visual exploration. Two-handed exploration was significantly superior to one-handed exploration only at the 20-sec. exposure duration. These results illustrate the disparity in the information-gathering capabilities between the visual and haptic systems.

Form Perception↗