Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012
Objective: The aim of this research is to assess the auditory information processing in blind adolescents. Method: The present study is an applied research carried out by field research methodology. 15 blind and 15 sighted students (aged from 14 to 16) of high schools in Tehran and suburbs were sele...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
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Allameh Tabataba'i University Press
2012-08-01
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| Series: | Ravānshināsī-i Afrād-i Istis̠nāyī |
| Subjects: | |
| Online Access: | https://jpe.atu.ac.ir/article_2142_949f09399e41dc7af84cd963b3abda2c.pdf |
| _version_ | 1797377598160896000 |
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| author | Parviz Sharifi Daramadi Maryam Malmir |
| author_facet | Parviz Sharifi Daramadi Maryam Malmir |
| author_sort | Parviz Sharifi Daramadi |
| collection | DOAJ |
| description | Objective: The aim of this research is to assess the auditory information processing in blind adolescents.
Method: The present study is an applied research carried out by field research methodology. 15 blind and 15 sighted students (aged from 14 to 16) of high schools in Tehran and suburbs were selected. In order to assess the speed of auditory information processing, both sample groups were tested using two versions of Paced Auditory Serial Addition Test (PASAT2.8 & PASAT1.6). The data were analyzed by T (independent) statistical test.
Results: Blind students didn’t show any significant difference with sighted ones in PASAT 2.8 (α= 0.05); however, they showed a highly significant difference in PASAT 1.6 (α= 0.05). In other words, blind students performed better than sighted ones.
Conclusion: The results indicate that when it comes to auditory information processing speed, performance of blind students is relatively better than sighted ones in PASAT test. The faster the presentation of stimulus, the more significant is the difference of their performance.
Recommendations: Based on the findings of this study, it is suggested that when educating blind students, teachers should pay attention to their special abilities in processing auditory information and lay more stress on educating these students by relying on their auditory abilities. |
| first_indexed | 2024-03-08T19:54:48Z |
| format | Article |
| id | doaj.art-0e355a3f766c4b65a84c596bd4f902b1 |
| institution | Directory Open Access Journal |
| issn | 2252-0031 2476-647X |
| language | fas |
| last_indexed | 2024-03-08T19:54:48Z |
| publishDate | 2012-08-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Ravānshināsī-i Afrād-i Istis̠nāyī |
| spelling | doaj.art-0e355a3f766c4b65a84c596bd4f902b12023-12-24T07:10:52ZfasAllameh Tabataba'i University PressRavānshināsī-i Afrād-i Istis̠nāyī2252-00312476-647X2012-08-012647602142Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012Parviz Sharifi DaramadiMaryam MalmirObjective: The aim of this research is to assess the auditory information processing in blind adolescents. Method: The present study is an applied research carried out by field research methodology. 15 blind and 15 sighted students (aged from 14 to 16) of high schools in Tehran and suburbs were selected. In order to assess the speed of auditory information processing, both sample groups were tested using two versions of Paced Auditory Serial Addition Test (PASAT2.8 & PASAT1.6). The data were analyzed by T (independent) statistical test. Results: Blind students didn’t show any significant difference with sighted ones in PASAT 2.8 (α= 0.05); however, they showed a highly significant difference in PASAT 1.6 (α= 0.05). In other words, blind students performed better than sighted ones. Conclusion: The results indicate that when it comes to auditory information processing speed, performance of blind students is relatively better than sighted ones in PASAT test. The faster the presentation of stimulus, the more significant is the difference of their performance. Recommendations: Based on the findings of this study, it is suggested that when educating blind students, teachers should pay attention to their special abilities in processing auditory information and lay more stress on educating these students by relying on their auditory abilities.https://jpe.atu.ac.ir/article_2142_949f09399e41dc7af84cd963b3abda2c.pdfauditory information processing speedpasatblindness |
| spellingShingle | Parviz Sharifi Daramadi Maryam Malmir Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 Ravānshināsī-i Afrād-i Istis̠nāyī auditory information processing speed pasat blindness |
| title | Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 |
| title_full | Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 |
| title_fullStr | Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 |
| title_full_unstemmed | Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 |
| title_short | Assessment and Comparison of Auditory Information Processing Speed in Sighted and Blind (14–16 Year-old) Adolescents in Tehran, 2012 |
| title_sort | assessment and comparison of auditory information processing speed in sighted and blind 14 16 year old adolescents in tehran 2012 |
| topic | auditory information processing speed pasat blindness |
| url | https://jpe.atu.ac.ir/article_2142_949f09399e41dc7af84cd963b3abda2c.pdf |
| work_keys_str_mv | AT parvizsharifidaramadi assessmentandcomparisonofauditoryinformationprocessingspeedinsightedandblind1416yearoldadolescentsintehran2012 AT maryammalmir assessmentandcomparisonofauditoryinformationprocessingspeedinsightedandblind1416yearoldadolescentsintehran2012 |