Bourke, Lorna and Davies, Simon J. (2016) The development of audio-visual binding, executive functioning and writing skills in young children. At the Special Interest Group (EARLI) International Conference, Liverpool Hope University, UK. In: Unspecified.
Full text not available from this repository. (Request a copy)Abstract
Although it is acknowledged that visuo-spatial and phonological working memory; visual and orthographic coding are important, learning the basic association (e.g. binding) between a shape (grapheme) and its sound is critical in the early stages of writing development. This study reports an experiment measuring the accuracy with which children could discern between which of two previously heard and seen events were associated with one another. A sample of 85 children (Reception M Age = 60 months and Year 1 M Age 72 months) representing low and high ability in teacher assessed writing skills participated. There was main effect for school year and assigned literacy performance level and executive functioning. A 2 x 2 between groups univariate ANOVAs were conducted on the accuracy with which children were able to identify the same spatial and temporal information. There was a main effect for ability level for spatial information and temporal information. A further 2 x 2 between group univariate ANOVA was conducted to explore the children’s ability to bind temporal and spatial information together accurately. There was a main effect for ability level. The preliminary analyses suggest that the accuracy with which children can integrate temporal and spatial information is important in accounting for group differences in ability in writing. This extends current models of the involvement of working memory processes in children’s writing development.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Faculty / Department: | Faculty of Human and Digital Sciences > School of Psychology |
| Depositing User: | Simon Davies |
| Date Deposited: | 08 Jun 2017 14:00 |
| Last Modified: | 13 Jun 2017 13:47 |
| URI: | https://hira.hope.ac.uk/id/eprint/2022 |
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