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The influence of cultural reading an...

Johnson, Bridget Catherine.

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The influence of cultural reading and writing habits on visual-spatial processes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of cultural reading and writing habits on visual-spatial processes./
Author:	Johnson, Bridget Catherine.
Description:	146 p.
Notes:	Chair: Amy M. Wisniewski.
Contained By:	Dissertation Abstracts International64-01B.
Subject:	Psychology, Behavioral. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3077447
ISBN:	049397945X

The influence of cultural reading and writing habits on visual-spatial processes.
Johnson, Bridget Catherine.

The influence of cultural reading and writing habits on visual-spatial processes. - 146 p.

Chair: Amy M. Wisniewski.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2003.

This study examined the impact of cultural reading and writing habits on common visually-based neuropsychological instruments, including the Symbol Digit Modalities Test (SDMT), both the right and left hand trials of the Grooved Pegboard Test (GPBT) and the percentage of left starts on the Rey-Osterreith Complex Figure Test (ROCFT). The study compared performances of 32 primary Farsi readers and 32 primary English readers. These participants included 46 females and 18 males, ages 41–80, with 5–23 years of completed schooling. The two language groups differed in age, education, socioeconomic status and estimated IQ, so these variables were utilized as covariates in comparisons. The primary English readers also had been speaking, reading and writing English for a significantly longer number of years than the Farsi readers had. Additionally, number of years of education in the United States was found to significantly positively correlate with performance on the SDMT, and percentage of left starts on the ROCFT while it was found to significantly negatively correlate with total time on both hand trials of the GPBT. This study found that cultural reading and writing habits impacted performance on the SDMT, a speeded visual scanning task that assesses visual attention, tracking and memory and that imposes a left-to-right directionality, such that primary Farsi readers had fewer total number correct than did English readers (p = .042). The GPBT is used to determine fine manual and motor coordination and speed. This study did not find that cultural reading and writing habits had a significant effect on performance on either hand trial of this task. The ROCFT is a test of visual-spatial perception, construction, and recall. This study found that cultural reading and writing habits impacted start space on the ROCFT such that primary Farsi readers had a significantly (p = .021) lower percentage of left starts on all three phases of the task than did the primary English readers. Additionally, in an exploratory analysis, this study examined the correlations between the WRAT-3 Reading subtest, a measure of English reading fluency, and the neuropsychological variables of interest and found that the WRAT-3 Reading subtest significantly correlated with performance on the SDMT.

ISBN: 049397945XSubjects--Topical Terms:

1017677
Psychology, Behavioral.

The influence of cultural reading and writing habits on visual-spatial processes.
LDR:03253nam 2200301 a 45 001 932611
005 20110505
008 110505s2003 eng d
020 $a 049397945X
035 $a (UnM)AAI3077447
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040 $a UnM $c UnM
100 1 $a Johnson, Bridget Catherine. $3 1256351
245 1 0 $a The influence of cultural reading and writing habits on visual-spatial processes.
300 $a 146 p.
500 $a Chair: Amy M. Wisniewski.
500 $a Source: Dissertation Abstracts International, Volume: 64-01, Section: B, page: 0457.
502 $a Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2003.
520 $a This study examined the impact of cultural reading and writing habits on common visually-based neuropsychological instruments, including the Symbol Digit Modalities Test (SDMT), both the right and left hand trials of the Grooved Pegboard Test (GPBT) and the percentage of left starts on the Rey-Osterreith Complex Figure Test (ROCFT). The study compared performances of 32 primary Farsi readers and 32 primary English readers. These participants included 46 females and 18 males, ages 41–80, with 5–23 years of completed schooling. The two language groups differed in age, education, socioeconomic status and estimated IQ, so these variables were utilized as covariates in comparisons. The primary English readers also had been speaking, reading and writing English for a significantly longer number of years than the Farsi readers had. Additionally, number of years of education in the United States was found to significantly positively correlate with performance on the SDMT, and percentage of left starts on the ROCFT while it was found to significantly negatively correlate with total time on both hand trials of the GPBT. This study found that cultural reading and writing habits impacted performance on the SDMT, a speeded visual scanning task that assesses visual attention, tracking and memory and that imposes a left-to-right directionality, such that primary Farsi readers had fewer total number correct than did English readers (p = .042). The GPBT is used to determine fine manual and motor coordination and speed. This study did not find that cultural reading and writing habits had a significant effect on performance on either hand trial of this task. The ROCFT is a test of visual-spatial perception, construction, and recall. This study found that cultural reading and writing habits impacted start space on the ROCFT such that primary Farsi readers had a significantly (p = .021) lower percentage of left starts on all three phases of the task than did the primary English readers. Additionally, in an exploratory analysis, this study examined the correlations between the WRAT-3 Reading subtest, a measure of English reading fluency, and the neuropsychological variables of interest and found that the WRAT-3 Reading subtest significantly correlated with performance on the SDMT.
590 $a School code: 0621.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Psychobiology. $3 1017821
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0349
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710 2 0 $a Pacific Graduate School of Psychology. $3 1034270
773 0 $t Dissertation Abstracts International $g 64-01B.
790 $a 0621
790 1 0 $a Wisniewski, Amy M., $e advisor
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3077447