Spatial Organization of Children's Responses to a Pictorial Display

Gottschalk, Judith; Bryden, M. P.; Rabinovitch, M. Sam

doi:10.2307/1126506

Cited by 8 publications

(13 citation statements)

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“…This result shows that the dominant process of orienting toward the beginning of a string of characters takes place even when the task does not involve explicit identification of the whole string. It also shows that this dominant orienting is found in tasks that do not involve linguistic stimuli; this finding confirms, with a different procedure, the results of previous studies regarding the early influence of reading direction on attentional biases (Chokron & De Agostini, 1995;Fagard & Dahmen, 2003;Gottschalk et al, 1964).…”

Section: Discussionsupporting

confidence: 87%

“…For example, the results of line bisection tasks indicated differences between 8-year-old Frenchand Hebrew-speaking children, with a greater left bias for French than Hebrew readers. This difference may even exist in preschool children, though to a lesser degree, due to environmental influences (Chokron & De Agostini, 1995;Gottschalk, Bryden, & Rabinovitch, 1964). These results suggest that, early in the process of learning to read, the presentation of a letter string should trigger a reduced attentional processing window oriented first toward the beginning of the string and then to the end.…”

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confidence: 85%

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Attentional Processing of Letter Strings by Children

Leclercq¹,

Siéroff

2014

Child Neuropsychology

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Reading a letter string requires attentional orienting toward the beginning of the string (left-dominant orientation), followed by orienting along the string. These attentional-orienting processes differ according to the lexicality of the letter string: Sequential processes apply when reading nonwords or pseudowords, while words can be processed more globally. The aim of this study was to evaluate the development of these attentional processes involved in reading. We conducted two experiments in 6- (first grade), 7- (second grade), and 9-year-old (fourth grade) children, using a procedure that required the detection of a letter (Experiment 1) or a nonletter (Experiment 2) target in a string of five characters. The target character could occur in the second (left) or fourth (right) position in the string. Results showed an advantage for left nonletter targets as early as age 6 and of left letter targets as early as age 7. In 6-year-olds, only good readers detected a left letter target faster than a right letter target; others detected a right letter target faster. Thus, dominant orienting toward the beginning of the letter string is not fully developed in children before the second year of reading. A possibility is that beginning readers have difficulties inhibiting an attention-orienting bias toward the right visual field in linguistic tasks. The results also showed that the lexicality effect on these attentional processes develops gradually until the fourth year of reading. We believe that the procedure used in this study will be very valuable for evaluating attentional difficulties during reading acquisition.

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 85%

Attentional Processing of Letter Strings by Children

Leclercq¹,

Siéroff

2014

Child Neuropsychology

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“…Bryden (1962) has suggested that the slow rate of presentation permits the subject to rehearse the pairs together at the time of arrival, and thus to reorganize the material into a single temporal sequence. This notion is supported by the observation that even highly associated word pairs are reported in the pair by pair order only at fairly slow rates of presentation (Bryden, 1964).…”

Section: An Experimental Approach To Serial Ordermentioning

confidence: 78%

“…Bryden's subjects were all college students, and presumably fluent readers of English: their ordering habits should not be expected to change significantly in a few trials. However, changes in ordering do occur during the early stages of learning to read (Gottschalk, Bryden, & Rabinovitch, 1964). Furthermore, Hebrew readers tend to report tachistoscopically presented binary patterns from right to left, in the order in which the language is read (Harcum & Friedman, 1963b).…”

Section: An Experimental Approach To Serial Ordermentioning

confidence: 99%

A model for the sequential organization of behaviour.

Bryden

1967

Canadian Journal of Psychology / Revue canadienne de psychologi

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At present, there does not appear to be a satisfactory theory of the sequential organization of behaviour. A number of experiments on tachistoscopic recognition and dichotic listening, in which it is necessary to respond sequentially to simultaneously presented stimuli, are reviewed. The data from these experiments indicate that the order of responses is determined by the spatio-temporal arrangement of die stimulus elements, by the experimental set, and by learned associations between the individual elements. On the basis of these data, a model for serial order is developed and applied to other situations with some success.IN GENERAL, PSYCHOLOGICAL THEORY and experimentation have been concerned with the relation between simple stimulus events and responses. Typically, however, a response to a stimulus is not an isolated bit of behaviour, but rather a single incident in a long series of responses. In speech or piano playing, for example, the important behaviour is not the single response, but the response in its temporal relation to other responses. It is clear that a complex temporal integration of neuronal activity must underlie such behaviour. To date, few attempts have been made to work out the basis of serially ordered behaviour, perhaps because of the complexity of the behaviour involved and the difficulty of analysing it experimentally.The most systematically developed theories of the temporal integration of behaviour are the associative chain theories. Perhaps the best statement of this position has been made by Hull (1930), although essentially similar ideas have been proposed by Bechterev (1932), Washburn (1916), and Watson (1924, among others. More contemporary versions of the associative chain theory have been presented by Berlyne (1965) and 1 The preparation of this paper was facilitated by grants to the author from die National Research Council of Canada (APA-95) and the Defence Research Board of Canada (9401-26), and by D.R.B. Grant No. 9401-11 to D. O. Hebb. I am indebted to Professors Woodburn Heron of McMaster University, D. O. Hebb of McGill University, and R. V. Thysell of the University of Waterloo for their stimulating and critical discussion of an earlier draft of this paper, and to many of my colleagues and students at the University of Waterloo for their comments on the 2

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“…Planning has long been a topic of interest to developmental psychologists (e.g., Friedman, Scholnick, & Cocking, 1987). One of the simplest approaches to the study of planning in preschoolers has been to note the extent to which children are systematic in unstructured situations (e.g., Goodman, 1981;Gottschalk, Bryden, & Rabinovitch, 1964;Potter & Levy, 1968;Wellman, Somerville, Revelle, Haake, & Sophian, 1984). These studies provide converging evidence that children's search becomes less redundant, more exhaustive, and generally more systematic between about 3 and 5 years of age.…”

Section: Planningmentioning

confidence: 99%

Early Development of Executive Function: A Problem-Solving Framework

Zelazo¹,

Carter

Reznick

et al. 1997

Review of General Psychology

540

351

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Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

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Spatial Organization of Children's Responses to a Pictorial Display

Cited by 8 publications

References 0 publications

Attentional Processing of Letter Strings by Children

Attentional Processing of Letter Strings by Children

A model for the sequential organization of behaviour.

Early Development of Executive Function: A Problem-Solving Framework

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