A study of auditory recall in auditory-visual integration

The purpose of this study was to determine the correspondence between Auditory-Visual integration and Word Recognition and between Auditory-Visual integration and Printed Spelling. Ninety four Anglo-American male subjects (Ss) between the ages of 7-0 and 8-0 from public school districts in the Houston area were selected for this study. The Ss had no known neurological history and came from middle and lower class homes. They were administered an I.Q. test, Visual and Auditory perception tests, Word Recognition and Spelling tests. All Ss measured between 85 and 115 I.Q. This study had three characteristics generally uncommon to previous research in this area: 1. A bidimensional approach using both rhythm and pitch. 2. The use of recall instead of recognition. 3. The child's integrative abilities were measured in both directional sequences: Visual to Auditory and Auditory to Visual. The Ss were presented two types of integrative tasks. In one they were asked to look at visual patterns and produce their auditory equivalent on a slide tonette. In the other task the Ss were presented with auditory patterns on a tape recorder and asked to draw their visual equivalent. The score was the number of correct responses. The data were subjected to a factorial design analysis of variance. From the results it was concluded that high integrators recognized and spelled significantly more words than did the low integrators. On the printed spelling task it was further concluded that the Middle Class—high Intelligence group performed significantly better (scored higher) than any other group.