Relations among Manual RT, Visual RT and IQ.

Autor/inn/en	Dougherty, Thomas M.; Haith, Marshall M.
Titel	Relations among Manual RT, Visual RT and IQ.
Quelle	(1993), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Cognitive Processes; Eye Movements; Infant Behavior; Infants; Intelligence Quotient; Motor Reactions; Perceptual Motor Coordination; Predictor Variables; Psychological Studies; Reaction Time; Young Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Augenbewegung; Infant; Toddler; Toddlers; Kleinkind; Intelligenzquotient; Körperkoordination; Prädiktor; Reaktionsvermögen; Frühe Kindheit
Abstract	As part of a study to determine whether visual and manual response systems are correlated, 26 children between 40 and 51 months of age took part in visual and manual reaction time (RT) tasks. Subjects, whose RTs had previously been tested at 3 months of age, were tested in 1 of 2 conditions. In the first condition, subjects viewed pictures only while eye movements were recorded. In the second condition, subjects pressed a left or right button depending on the location in which a picture appeared, and both eye movement RTs and manual RTs were recorded. All subjects received the RT measures first and then were administered part of the Wechsler Preschool Primary Scale of Intelligence to determine verbal, performance, and full-scale IQs. Children's RTs were compared with the RTs previously measured at 3 months to establish the stability of processing speed from infancy to early childhood. The study found a moderate correlation between manual and visual RT in early childhood, and stability in RT from infancy to early childhood. Negative correlations between manual and visual RTs and IQ, reflecting faster RTs with higher IQ, were found. Subjects were consistently slower to initiate eye movements when they were required to make a choice of which button to press than when they were not, but this effect was less striking for children with high IQ than low IQ. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01