Categorical Judgment and the Wepman Test of Auditory Discrimination

1972 ◽  
Vol 37 (2) ◽  
pp. 252-257 ◽  
Author(s):  
Frank R. Vellutino ◽  
Louis DeSetto ◽  
Joseph A. Steger
Keyword(s):  
Response Bias ◽  
Elementary School Children ◽  
Error Score ◽  
Auditory Discrimination ◽  
Discrimination Test ◽  
Equal Frequency ◽  
Frequency Model ◽  
Frequency Independent ◽  
Response Alternatives ◽  
Unequal Number

The notion that response bias may spuriously influence categorical judgments on discrimination tasks with unequal response alternatives was investigated using the Wepman Auditory Discrimination Test. The performance of two unselect groups of elementary school children was compared on a standardized form, containing an unequal number of two category alternates, and a modified version which balanced these choices. It was predicted in line with Parducci’s range-frequency model of psychophysical judgment that the modified version would occasion a lower error score because of an intrinsic tendency to employ categories with equal frequency independent of the test stimuli. The prediction was verified, and the results were related to perceptual disorder as assessed by the Wepman Test.

Administration and Socioeconomic Level Effects on Auditory Discrimination of Elementary School Children

1981 ◽  
Vol 14 (10) ◽  
pp. 591-593 ◽  
Author(s):  
Andrew S. Kerr ◽  
Clement P. Meunier
Keyword(s):  
Socioeconomic Status ◽  
Elementary School Children ◽  
Speech Sound ◽  
Age Effect ◽  
Auditory Discrimination ◽  
Socioeconomic Level ◽  
Discrimination Test ◽  
Low Socioeconomic ◽  
Discrimination Ability ◽  
Sound Discrimination

A 40-item speech sound discrimination test was administered to 158 children to assess the effects of socioeconomic level and administrative mode, oral or tape, on auditory discrimination ability. Results indicated a model of administration effect, age effect, and an interaction between age and socioeconomic level. Individual oral administration produced substantially fewer errors than a standardized tape. Low socioeconomic-level children made significantly fewer error scores as age increased, while mid-socioeconomic status children did not. All results were consistent across oral and tape administration.

An auditory discrimination test battery

1982 ◽  
Vol 71 (S1) ◽  
pp. S73-S73
Author(s):  
C. S. Watson ◽  
D. M. Johnson ◽  
J. R. Lehman ◽  
W. J. Kelly ◽  
J. K. Jensen
Keyword(s):  
Auditory Discrimination ◽  
Test Battery ◽  
Discrimination Test

Auditory Discrimination of Learning Disabled Children in Quiet and Classroom Noise

1975 ◽  
Vol 8 (10) ◽  
pp. 656-659 ◽  
Author(s):  
Linda W. Nober ◽  
E. Harris Nober
Keyword(s):  
Auditory Processing ◽  
Learning Disabled ◽  
Auditory Discrimination ◽  
Expected Value ◽  
Tape Recorder ◽  
Disabled Children ◽  
Discrimination Test ◽  
Processing Task ◽  
Small Test

This study examined the effects of classroom noise on an auditory processing task of learning disabled children, with distractibility, activity, and cognition controlled. Forty children divided into normal and learning disabled groups were administered both forms of the Wepman Auditory Discrimination Test. Two listening conditions were tested: (1) the relative quiet of small test rooms, and (2) classroom noise (on a tape recorder) in the same test rooms. Results showed that learning disabled children made significantly more auditory discrimination errors than normals in both quiet and noise conditions. Both normal and learning disabled children made significantly more auditory discrimination errors in noise than in quiet. It cannot be said that the noise affected the two groups differentially; the magnitude of the differences was comparable statistically. It was concluded that auditory discrimination scores in quiet do not reflect accurately the expected value for the classroom.

Rationale and Standardization for a Combined Speech Articulation and Auditory Discrimination Test

1971 ◽  
Vol 33 (3) ◽  
pp. 715-721 ◽  
Author(s):  
Barbara B. Hutchinson
Keyword(s):  
Auditory Discrimination ◽  
The Self ◽  
Rapid Screening ◽  
Discrimination Test ◽  
Self Monitoring ◽  
Rapid Screening Test ◽  
Interjudge Reliability ◽  
New Type ◽  
Alternate Forms ◽  
Test Retest Reliability

A description of the rationale for the development of a rapid screening test of articulation combined with a new type of auditory discrimination test called “self-monitoring” is given. Standardization norms, equivalency of two alternate forms, test-retest reliability, interjudge reliability, and intercorrelations are provided. The articulation test is quick to administer; the self-monitoring auditory discrimination test is new. Results for both tests can be recorded on a single page.

Auditory Discrimination as a Predictor of Reading for Bilingual Mexican-American Migrant Children

1977 ◽  
Vol 45 (2) ◽  
pp. 479-484
Author(s):  
Thomas J. Lombard ◽  
Bernard J. Harney
Keyword(s):  
Mexican American ◽  
Auditory Discrimination ◽  
Achievement Test ◽  
Migrant Children ◽  
Discrimination Test ◽  
Spanish Speaking ◽  
Peabody Individual Achievement Test ◽  
Perceptual Skill ◽  
Individual Achievement

The performance of 61 bilingual Mexican-American migrant children, ages 8 to 14 yr., was compared for Spanish and English formats of the Wepman Auditory Discrimination Test. The two formats correlated significantly with each other and both were predictive of reading recognition as measured by the Peabody Individual Achievement Test. The data suggest that auditory discrimination as measured by the popular Wepman test may not be a pure perceptual skill but may be language bound. Consequently auditory discrimination as a pure perceptual skill may not be accurately assessed in bilingual or monolingual Spanish-speaking children if the Wepman test is used in its published format. A Spanish-based alternative is suggested for assessing auditory discrimination for uses other than reading prediction.

scholarly journals The relation between auditory discrimination and phonological disorder

2012 ◽  
Vol 24 (2) ◽  
pp. 157-161 ◽  
Author(s):  
Ana Rita Brancalioni ◽  
Ana Paula Coitino Bertagnolli ◽  
Joviane Bagolin Bonini ◽  
Marileda Barrichelo Gubiani ◽  
Márcia Keske-Soares
Keyword(s):  
Test Data ◽  
Great Part ◽  
Auditory Discrimination ◽  
Speech Sounds ◽  
Discrimination Test ◽  
Phonological Disorders ◽  
Older Subjects ◽  
Male Subjects

PURPOSE: To determine the most frequent errors of children with phonological disorders in an auditory discrimination test, and to correlate their performance with age, gender and severity of phonological disorder. METHODS: The sample consisted of 82 children with phonological disorders, of both gender, with ages between 4 years and 7 years and 11 months. All subjects were submitted to the Phonological Assessment of Child (Avaliação Fonológica da Criança) in order to establish the severity of phonological disorder, and to the auditory discrimination test. Data were statistically analyzed. RESULTS: It was found that 38% of the subjects had poor results on the test, and the most frequent errors were: posteriorization, devoicing of stops, and semivocalization of liquid consonants. Moreover, it was observed that auditory discrimination difficulties were less frequent in older subjects, and more severe according to the severity of the phonological disorder. CONCLUSION: Great part of the children with phonological disorders has difficulties in auditory discrimination. However, these difficulties were less frequent in older subjects and more severe according to the severity of the disorder. Male subjects seem to have more difficulty in discriminating speech sounds.

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