1. The Relationship Between Visual and Auditory Inspection Time in Primary School Children. Ian T. Zajac* Dr. Nicholas Burns The University of Adelaide, South Australia *Email: ian.zajac@adelaide.edu.au

2. Visual IT Procedure Right-Trial Target Figure Left-Trial Target Figure Flash Mask

3. Visual IT Procedure

5. Visual IT Findings VIT is a reliable test of individual differences VIT is a reliable test of individual differences

6. Visual IT Findings VIT is a reliable test of individual differences VIT is a reliable test of individual differences These individual differences relate to psychometric measures of intelligence These individual differences relate to psychometric measures of intelligence

7. VIT is an index of general speediness (Gs) VIT is an index of general speediness (Gs) Visual IT Findings

8. VIT is an index of general speediness (Gs) VIT is an index of general speediness (Gs) VIT does not exhibit sex differences in performance VIT does not exhibit sex differences in performance Visual IT Findings

9. VIT is an index of general speediness (Gs) VIT is an index of general speediness (Gs) VIT does not exhibit sex differences in performance VIT does not exhibit sex differences in performance VIT is simple to complete VIT is simple to complete Visual IT Findings

10. Auditory Inspection Time Brand and Deary (1982) devised the first AIT task Brand and Deary (1982) devised the first AIT task Participants required to judge the temporal order of two tones differing in pitch (AIT-P) Participants required to judge the temporal order of two tones differing in pitch (AIT-P)

11. Auditory Inspection Time AIT-P does not index speed of processing (Gs) AIT-P does not index speed of processing (Gs)

12. Auditory Inspection Time AIT-P does not index speed of processing (Gs) AIT-P does not index speed of processing (Gs) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance)

13. Auditory Inspection Time AIT-P does not index speed of processing (Gs) AIT-P does not index speed of processing (Gs) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance) AIT-P performance is likely to show sex differences AIT-P performance is likely to show sex differences

14. Auditory Inspection Time AIT-P does not index speed of processing (Gs) AIT-P does not index speed of processing (Gs) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance) AIT-P – VIT correlations are inconsistent (M r =0.21; or 4% shared variance) AIT-P performance is likely to show sex differences AIT-P performance is likely to show sex differences AIT-P is particularly difficult to complete AIT-P is particularly difficult to complete

15. Auditory Inspection Time Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-P Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-P

16. Auditory Inspection Time Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-P Auditory Inspection Time – Loudness (AIT-L) is formally equivalent to AIT-P AIT-L correlates with AIT-P and Pitch Discrimination ability AIT-L correlates with AIT-P and Pitch Discrimination ability It does not share variance with speeded processing (Gs) It does not share variance with speeded processing (Gs)

17. Auditory Inspection Time Auditory Inspection Time – Spatial (AIT-S) bears no formal similarity to AIT-P or AIT-L Auditory Inspection Time – Spatial (AIT-S) bears no formal similarity to AIT-P or AIT-L The discrimination required is one of spatial localisation; it is highly similar to VIT in this regard The discrimination required is one of spatial localisation; it is highly similar to VIT in this regard

18. Auditory Inspection Time AIT-S correlates with measures of intelligence AIT-S correlates with measures of intelligence AIT-S correlates with VIT AIT-S correlates with VIT AIT-S correlates with general speediness (Gs) AIT-S correlates with general speediness (Gs)

19. The Present Study AIT-S should be measurable in populations other than undergraduates AIT-S should be measurable in populations other than undergraduates AIT-S performance should be free from sex differences AIT-S performance should be free from sex differences AIT-S and VIT should correlate with markers of cognitive ability in a comparable fashion AIT-S and VIT should correlate with markers of cognitive ability in a comparable fashion

20. The Present Study Primary School Children (N=80), aged 10 through 12 (M=11.06, SD=.81 years) Primary School Children (N=80), aged 10 through 12 (M=11.06, SD=.81 years) 38 males (M=11.05, SD=.76 yrs); 42 females (M=11.07, SD=.86 yrs) 38 males (M=11.05, SD=.76 yrs); 42 females (M=11.07, SD=.86 yrs) Participants completed AIT-S; VIT; Digit Symbol (Gs); Raven’s Progressive Matrices (Gf); and Information Scales (Gc) Participants completed AIT-S; VIT; Digit Symbol (Gs); Raven’s Progressive Matrices (Gf); and Information Scales (Gc)

21. Results All of the children successfully completed AIT-S All of the children successfully completed AIT-S No effect of sex on VIT thresholds No effect of sex on VIT thresholds [t(77) = 0.10, ns.] No effect of sex on AIT-S thresholds No effect of sex on AIT-S thresholds [t(78) = 0.13, ns.]

22. Results VITAIT-S GcGcGcGc-.09-.06 GfGfGfGf-.11-.33** GsGsGsGs-.26*-.36** VIT-.30**.30** **p<.01 *p<.05 *p<.05

23. Results r =.30

24. Results r = 0.15 r = 0.54

25. Results r=-.42 r=.07 r=-.47 r=.01

26. Results First Un-rotated Factor Factor 1 (30%) Factor 2 (11%) AIT-S -.52.05.71 VIT -.33.02.44 GsGsGsGs.62.36-.36 GfGfGfGf.58.48-.18 GcGcGcGc.63.85.16

27. Results First Un-rotated Factor Factor 1 (39%) Factor 2 (11%) AIT-S -.68.71-.04 VIT -.64.82.13 GsGsGsGs.69-.44.34 GfGfGfGf.57-.09.59 GcGcGcGc.50.13.76

28. Conclusions AIT-S is a successful measure of IT AIT-S is a successful measure of IT

29. Conclusions IT measures are psychologically complex IT measures are psychologically complex Performance may be affected by Performance may be affected by Attentional capacities MotivationFatigue Strategy use

30. Questions?