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.

Motor oriented stimulation program during the premature children independent walking acquisition.

2014 ◽  
Vol 12 ◽  
pp. 209
Author(s):  
Joyce Karla Machado Da Silva ◽  
Tiago Del Antonio ◽  
Rafaela Martins De Almeida ◽  
Mayra Paula de Oliveira Lima ◽  
Daniela Licka Taniguti ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Premature Infants ◽  
Gestational Age ◽  
Motor Performance ◽  
Living Environment ◽  
Developmental Study ◽  
Socioeconomic Level ◽  
Individual Data ◽  
Stimulation Protocol ◽  
Low Socioeconomic

Introduction: Prematurity may act negatively in the course of some motor slill, such as the independent walking acquisition. Objective: It is about an identify the independent walking acquisition age in premature infants of different gestational ages, distinguish the period of independent walking acquisition among the lower economic classes and compare the independent walking acquisition with data in the literature. Method: This research is characterized as a developmental study. The sample is 21 premature infants of both sexes. Assessments and individual data collection were carried out monthly and at the end of the study, at the largest child´s living environment, and that every month the parents / caregivers previously received orientation and demonstration regarding the procedure for applying the stimulation protocol, presented in an illustrative and demonstrative primer. The instrument used for the monthly assessment was the Alberta Infant Motor Scale (AIMS) and the questionnaire of the Brazilian Association of Business and Research (ABEP), to get the socioeconomic status of the children´s family. The results were analyzed using the Shapiro-Wilk test. Analyzed the age of ability to walk due to the low socioeconomic level through the Kruskal-Wallis test (C1, C2 and D).  Results: When comparing the independent walking acquisition age and gestational age, the group with less than 33 weeks of gestational age acquired independent walking later than the group with gestational age between 33-37 weeks. However, it was found that the children average age of independent walking in the study was 14 ± 2 months. Comparing independent walking acquisition age and  low economic levels (C1, C2 and D), the group with higher socioeconomic status (C1) acquired independent walking two months before the group with the lowest economic level. Conclusion: influenced positively the motor performance of premature infants in the acquisition of independent walking.

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.

A Picture-Type Speech Sound Discrimination Test

1953 ◽  
Vol 18 (3) ◽  
pp. 258-266 ◽  
Author(s):  
Wilbert Pronovost ◽  
Charles Dumbleton
Keyword(s):  
Speech Sound ◽  
Discrimination Test ◽  
Sound Discrimination ◽  
Picture Type

Speech-Sound Discrimination Ability on Linguistically Unbiased Tests

1976 ◽  
Vol 42 (4) ◽  
pp. 195-201 ◽  
Author(s):  
Diane N. Bryen
Keyword(s):  
Minority Groups ◽  
Speech Sound ◽  
Poor Performance ◽  
Standard English ◽  
Discrimination Ability ◽  
Phonological Structure ◽  
White Middle Class ◽  
Testing Practices ◽  
Sound Discrimination ◽  
Disproportionate Number

Traditional testing practices have been considered by some educators as discriminatory against minority groups. These practices are thought to have led to a disproportionate number of black and Spanish speaking children being placed in special classes as a result of their “poor performance” on tests standardized on white, middle class populations and/or in standard English. In response to this problem, one particular language ability, speech-sound discrimination, was assessed using a bilingual perspective rather than one stressing the rightness of standard English. Three parallel forms of speech-sound discrimination (standard English, black English and Spanish) were each administered to a sample of lower socio-economic white, black and Puerto Rican children. The results indicated that each language group did best on the discrimination form that most closely approximated the phonological structure of its language. Also, there were no significant differences in speech-sound discrimination ability among the three groups when performances across all language forms were considered. Educational implications for assessment were discussed.

scholarly journals Speech Sound Discrimination Ability in Young Children

1976 ◽  
Vol 19 (5) ◽  
pp. 279-283
Author(s):  
Shigetada Suzuki ◽  
Masako Notoya ◽  
Miyako Kanasaku ◽  
Suzuko Takeshima ◽  
Tameo Miyazaki
Keyword(s):  
Young Children ◽  
Speech Sound ◽  
Discrimination Ability ◽  
Sound Discrimination

scholarly journals Speech Sound Discrimination Ability in Young Children

1977 ◽  
Vol 20 (3) ◽  
pp. 260-264
Author(s):  
Masako Notoya ◽  
Shigetada Suzuki ◽  
Miyako Kanasaku ◽  
Mikiko Nakajima ◽  
Tameo Miyazaki ◽  
...  
Keyword(s):  
Young Children ◽  
Speech Sound ◽  
Discrimination Ability ◽  
Sound Discrimination

The Relation of Speech-Sound Discrimination to Developing Speech

1972 ◽  
Vol 2 (2) ◽  
pp. 48-58
Author(s):  
Michael Beaken
Keyword(s):  
Speech Sound ◽  
Auditory Discrimination ◽  
Speech Sounds ◽  
Language Recognition ◽  
Sound Discrimination

Articulation and discrimination of speech-sounds are closely related in children's developing phonology. As in most other areas of language, recognition of a meaningful contrast is acknowledged to precede its active use (Ervin-Tripp, 1966: 59; Friedlander, 1969). It is becoming clear that the process of developing auditory discrimination follows the same general path as developing articulation in speech, though parallels between the two processes are not exact.

Speech Sound Discrimination and Articulation Skill

1967 ◽  
Vol 10 (2) ◽  
pp. 277-280 ◽  
Author(s):  
Dorothy Sherman ◽  
Annette Geith
Keyword(s):  
Speech Sound ◽  
Kindergarten Children ◽  
The Other ◽  
Discrimination Test ◽  
The Difference ◽  
Sound Discrimination

A 50-item speech sound discrimination test was administered to 529 kindergarten children. Selected from this group were 18 children with high speech sound discrimination scores and 18 children with low speech sound discrimination scores. These two groups were given a 176-item picture articulation test. The children with high speech sound discrimination scores were superior to the other group in articulation skill. The difference was highly significant.

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