When conducting a visual search task participants respond faster to targets embedded in a repeated array of visual distractors compared to targets embedded in a novel array, an effect referred to as contextual cueing. There are no reports of contextual cueing in audition, and generalizing this effect to the auditory domain would provide a new paradigm to investigate similarities, differences, and interactions in visual and auditory processing. In 4 experiments, participants identified a numerical target embedded in a sequence of alphabetic letter distractors. The training phase (Epochs 1, 2, and 3) of all experiments contained repeated sequences, and the testing phase (Epoch 4) contained novel sequences. Temporal contextual cueing was measured as slower response times in Epoch 4 than in Epoch 3. Repeated context was defined by the order of distractor identities and the rhythmic structure of the portion of the sequence immediately preceding the target digit, either together (Experiments 1 and 2) or separately (Experiments 3 and 4). An auditory temporal contextual cueing effect was obtained in Experiments 1, 2, and 4. This is the first report of an auditory temporal contextual cueing effect and, thus, it extends the contextual cueing effect to a new modality. This new experimental paradigm could be useful in furthering our understanding of fundamental auditory processes and could eventually be used to aid in diagnosing language deficits.

The purpose of this study was to examine the performances of learning disabled and normal children on the children's and adult's versions of the Pitch Pattern Sequence (PPS) Test, the 460 and 230 msec. versions of the Modified Pitch Pattern Sequence (MPPS) Test and the Sound Mimicry (SM) subtest of the Goldman-Fristoe-Woodcock (G-F-W) Test Battery and to examine correlations among these three instruments. In addition, the possibility that learning disabled children demonstrate more reversals than normal children was explored.Thirty eight subjects ranging in age from eight to 15 years who exhibited normal peripheral hearing and I.Q. scores above 80 were tested. Group A consisted of 20 children who did not appear to have learning disabilities. Group B consisted of 18 children who did appear to have learning disabilities.Results indicated that on the average, learning disabled children performed poorer than normal children on the children's and adult's versions of the PPS and the 460 and 2.30 msec. versions of the MPPS to a statistically significant degree. However, because the scores obtained by the two groups largely overlapped, it was concluded that these two instruments should not be used alone to diagnose learning disabilities. Results also indicated that learning disabled children perform poorer than normal children on the SM subtest of the G-F-W Test Battery. Because the scores obtained by the two groups had less overlap, it was concluded that this test offers the most promise as a test for identifying learning disabilities. However, research is indicated in order to further investigate the presently published norms.Correlations were found to be relatively high among the children's and adult's versions of the PPS and the 460 and 230 versions of the MPPS. However, the SM subtest was not strongly correlated with either the PPS or the MPPS.Finally, results indicated that learning disabled children demonstrate more reversals on the pitch pattern tests to a statistically significant degree. However, in view of overlapping scores between the two groups, it was concluded that the number of reversals is not a reliable means for identifying learning disabilities.

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 89-93). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19699

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Marsha G. Clarkson, Rose A. Sevcik, committee co-chairs; Colleen O'Rourke, Mary Ann Romski, Robin D. Morris, committee members. Electronic text (104 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 18, 2008. Includes bibliographical references (p. 94-104).

Thesis (Ph. D.)--Discipline of Physiology, Faculty of Medicine, University of Sydney, 2004. / Includes list of published articles: leaf iv. Bibliography: leaves [188]-203.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 10, 2009). PDF text: xvi, 233 p. : ill. ; 4 Mb. UMI publication number: AAT 3330703. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 14 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Physiology, Faculty of Medicine. Includes bibliographical references. Also available in print form.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 27).