{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14279"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14279","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Relationships between selected subtests of the Leiter International Performance Scale and Illinois Test of Psycholinguistic Ability and Taaffe-Lowell's "A Film Test of Lip Reading".","abstract":"The purpose of this study is to show the relationship between some visual and mental tasks and lipreading proficiency. The fifty-seven female subjects' performance on performance tests were compared to the same subjects' grouping and scores achieved by administration of a standard lipreading test. The question of whether these subjects as they placed in the lipreading skill group would perform in similar hierarchical fashion on the performance test was examined. A second question examined was whether or not these subjects' lipreading scores could be predicted by scores on the performance test. It was found that hierarchical classification of subjects by the lipreading test is similar to their execution of the tasks on the performance test when all variables are considered. The scores on the lipreading test of these subjects can be predicted with an r of .64 from their execution of the tasks on the performance test. Certain variables placed subjects into groups and other variables predicted lipreading scores. Overlapping variables are those which placed subjects into groups and predicted their score. Classification of subjects into groups appears to stress the time scores, as defined in this study, of the subjects. For predicting lipreading scores, time and power measures were equally represented. Overlapping variables emphasized the subjects' power scores. These variables suggested a relationship between lipreading ability and abstract reasoning, speed of focus, visual perception, and conjectural closure. Perhaps the three dimensions of diagnosis, prognosis, and training techniques should be used in timed tests as defined in this study. This combination could be instrumental in uncovering possible relationships between visual abilities, mental attributes, and lipreading skill.","abstract_html":"The purpose of this study is to show the relationship between some visual and mental tasks and lipreading proficiency. The fifty-seven female subjects' performance on performance tests were compared to the same subjects' grouping and scores achieved by administration of a standard lipreading test. The question of whether these subjects as they placed in the lipreading skill group would perform in similar hierarchical fashion on the performance test was examined. A second question examined was whether or not these subjects' lipreading scores could be predicted by scores on the performance test. It was found that hierarchical classification of subjects by the lipreading test is similar to their execution of the tasks on the performance test when all variables are considered. The scores on the lipreading test of these subjects can be predicted with an r of .64 from their execution of the tasks on the performance test. Certain variables placed subjects into groups and other variables predicted lipreading scores. Overlapping variables are those which placed subjects into groups and predicted their score. Classification of subjects into groups appears to stress the time scores, as defined in this study, of the subjects. For predicting lipreading scores, time and power measures were equally represented. Overlapping variables emphasized the subjects' power scores. These variables suggested a relationship between lipreading ability and abstract reasoning, speed of focus, visual perception, and conjectural closure. Perhaps the three dimensions of diagnosis, prognosis, and training techniques should be used in timed tests as defined in this study. This combination could be instrumental in uncovering possible relationships between visual abilities, mental attributes, and lipreading skill.","abstract_has_math":false,"creators":["Rompala, David J., 1950-"],"institution":"Baylor University.","degree_name":"M.A.","degree_level":"Masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Richards, Allan L."],"committee_chairs":[],"committee_members":[],"year":1973,"date_issued":"1973-08","date_published":"1973-08","updated_at":"2026-07-24T01:07:58Z","subjects":["Lipreading -- Ability testing."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/14279","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Richards, Allan L."]},{"key":"dc:creator","label":"Author","values":["Rompala, David J., 1950-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-03T21:50:00Z"]},{"key":"dc:date.issued","label":"Date","values":["1973-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Lipreading -- Ability testing."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/14279"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to show the relationship between some visual and mental tasks and lipreading proficiency. The fifty-seven female subjects' performance on performance tests were compared to the same subjects' grouping and scores achieved by administration of a standard lipreading test. The question of whether these subjects as they placed in the lipreading skill group would perform in similar hierarchical fashion on the performance test was examined. A second question examined was whether or not these subjects' lipreading scores could be predicted by scores on the performance test. It was found that hierarchical classification of subjects by the lipreading test is similar to their execution of the tasks on the performance test when all variables are considered. The scores on the lipreading test of these subjects can be predicted with an r of .64 from their execution of the tasks on the performance test. Certain variables placed subjects into groups and other variables predicted lipreading scores. Overlapping variables are those which placed subjects into groups and predicted their score. Classification of subjects into groups appears to stress the time scores, as defined in this study, of the subjects. For predicting lipreading scores, time and power measures were equally represented. Overlapping variables emphasized the subjects' power scores. These variables suggested a relationship between lipreading ability and abstract reasoning, speed of focus, visual perception, and conjectural closure. Perhaps the three dimensions of diagnosis, prognosis, and training techniques should be used in timed tests as defined in this study. This combination could be instrumental in uncovering possible relationships between visual abilities, mental attributes, and lipreading skill."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Relationships between selected subtests of the Leiter International Performance Scale and Illinois Test of Psycholinguistic Ability and Taaffe-Lowell's "A Film Test of Lip Reading"."]}]}],"canonical_facts":{"dc:contributor.advisor":["Richards, Allan L."],"dc:creator":["Rompala, David J., 1950-"],"dc:date.accessioned":["2026-03-03T21:50:00Z"],"dc:date.issued":["1973-08"],"dc:description.abstract":["The purpose of this study is to show the relationship between some visual and mental tasks and lipreading proficiency. The fifty-seven female subjects' performance on performance tests were compared to the same subjects' grouping and scores achieved by administration of a standard lipreading test. The question of whether these subjects as they placed in the lipreading skill group would perform in similar hierarchical fashion on the performance test was examined. A second question examined was whether or not these subjects' lipreading scores could be predicted by scores on the performance test. It was found that hierarchical classification of subjects by the lipreading test is similar to their execution of the tasks on the performance test when all variables are considered. The scores on the lipreading test of these subjects can be predicted with an r of .64 from their execution of the tasks on the performance test. Certain variables placed subjects into groups and other variables predicted lipreading scores. Overlapping variables are those which placed subjects into groups and predicted their score. Classification of subjects into groups appears to stress the time scores, as defined in this study, of the subjects. For predicting lipreading scores, time and power measures were equally represented. Overlapping variables emphasized the subjects' power scores. These variables suggested a relationship between lipreading ability and abstract reasoning, speed of focus, visual perception, and conjectural closure. Perhaps the three dimensions of diagnosis, prognosis, and training techniques should be used in timed tests as defined in this study. This combination could be instrumental in uncovering possible relationships between visual abilities, mental attributes, and lipreading skill."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14279"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Lipreading -- Ability testing."],"dc:title":["Relationships between selected subtests of the Leiter International Performance Scale and Illinois Test of Psycholinguistic Ability and Taaffe-Lowell's "A Film Test of Lip Reading"."],"dc:type":["Thesis"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:58Z"}