Another Dimension for Assessment of Speech-Sound Discrimination: Latency of Response

1975 ◽  
Vol 40 (3) ◽  
pp. 819-826 ◽  
Author(s):  
Arthur H. Schwartz ◽  
Ronald Goldman
Keyword(s):  
Paired Comparison ◽  
Speech Sound ◽  
First Grade ◽  
Additional Parameter ◽  
Response Latencies ◽  
Sound Discrimination ◽  
Relationship Of ◽  
The Relationship

The relationship of speech-sound-discrimination skills and speed of responding was investigated by presenting monosyllabic nouns in three different listening conditions to a total of 72 nursery, kindergarten, and first-grade children divided into three equal-sized groups. Speed of responding was related to the age of subjects, accuracy of responding, and context of presentation of stimulus items. There was a consistent decrease in latency of responding as age increased. Error responses had greater response latencies than correct responses. Response latencies for different contexts of presentation of stimulus items were longest for the paired-comparison context and shortest for the carrier-phrase context. Speed of responding could be considered as an additional parameter when evaluating speech-sound-discrimination skills.

Variables Influencing Performance on Speech-Sound Discrimination Tests

1974 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Arthur H. Schwartz ◽  
Ronald Goldman
Keyword(s):  
Young Children ◽  
Background Noise ◽  
Paired Comparison ◽  
Stimulus Item ◽  
Speech Sound ◽  
First Grade ◽  
Speech Sounds ◽  
Item Presentation ◽  
Phonetic Cues ◽  
Sound Discrimination

Stimulus items were presented in three different contexts and under two different listening conditions to a total of 72 nursery, kindergarten, and first-grade children divided into equally sized groups on the basis of age. Results indicated that both the context of stimulus item presentation and the presence of background noise affected accuracy of performance. Children in all three groups consistently made more errors in the context using limited grammatical and phonetic cues. Noise disrupted performance in all contexts, but the greatest disruption occurred in the paired-comparison context. It appeared that contexts employing grammatical cues were more resistant to disruption from background noise. The results of this investigation also indicated that the performance of young children may have been affected by factors other than their ability to discriminate speech sounds.

Speech-Sound Discrimination and Tactile-Kinesthetic Discrimination in Reference to Speech Production

1971 ◽  
Vol 33 (3) ◽  
pp. 831-838 ◽  
Author(s):  
Charles L. Madison ◽  
Donald J. Fucci
Keyword(s):  
Sound Production ◽  
Speech Sound ◽  
First Grade ◽  
Significant Negative Correlation ◽  
Mental Maturity ◽  
Significant Difference ◽  
The Difference ◽  
Sound Discrimination ◽  
Monitoring Modality ◽  
The Relationship

The relationship between selected sensory discrimination variables and speech-sound production was investigated. Speech-sound discrimination, oral stereognostic discrimination, and articulation were measured in a group of 100 first-grade children. Ss had to have normal hearing; understand the concept of “same and different”; be less than 7 yr., 6 mo. of age; have no obvious neurological or physical impairment; and have a Columbia Mental Maturity Scale score of at least 85. A significant negative correlation between speech-sound discrimination in oral stereognostic discrimination was established. There was a significant difference in articulation scores between high and low speech-sound discrimination groups. The difference in articulation scores between high and low oral stereognostic groups was not significant. The possibility that the result of this and other studies could be explained by an age-linked dominant monitoring modality for articulation was discussed.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children

2016 ◽  
Vol 118 (2) ◽  
pp. 353-371 ◽  
Author(s):  
Serap Özer
Keyword(s):  
Public Schools ◽  
First Grade ◽  
Important Variable ◽  
Behavioral Regulation ◽  
Turkish Children ◽  
School Adaptation ◽  
Visual Spatial ◽  
Private And Public ◽  
Relationship Of ◽  
The Relationship

Behavioral regulation has recently become an important variable in research looking at kindergarten and first-grade achievement of children in private and public schools. The purpose of this study was to examine a measure of behavioral regulation, the Head Toes Knees Shoulders Task, and to evaluate its relationship with visual spatial maturity at the end of kindergarten. Later, in first grade, teachers were asked to rate the children ( N = 82) in terms of academic and behavioral adaptation. Behavioral regulation and visual spatial maturity were significantly different between the two school types, but ratings by the teachers in the first grade were affected by children’s visual spatial maturity rather than by behavioral regulation. Socioeducational opportunities provided by the two types of schools may be more important to school adaptation than behavioral regulation.

scholarly journals Nutritional Status Associated with Menstruation Disorders

2018 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Fauziah Yulfitria ◽  
Ani Kusumastuti ◽  
Erika Yulita Ichwan
Keyword(s):  
Nutritional Status ◽  
First Grade ◽  
Cross Sectional Study ◽  
Correlation Study ◽  
Menstrual Disorders ◽  
Cross Sectional ◽  
Dependent Variables ◽  
Menstruation Disorders ◽  
Relationship Of ◽  
The Relationship

Menstrual disorders such as delayed menstruation, irregular cycle, menstrual pain, or hypermenorea can bring so much discomfort to women caused by biological abnormalities and psychological factors. However, nutritional status can also play a role in contributing to this disorder. This study aimed to determine the relationship of nutritional status to menstrual disorders in midwifery students. This descriptive analytical study used a cross sectional study design and a correlation study to find the relationship between the independent variables and dependent variables. The samples were all the first grade students of Midwifery Department of Poltekkes Jakarta Kemenkes III by 150 people. Based on the bivariate test, there was a relationship between nutritional status and polimenorea/oligomenorea (0.000), hipermenorea/hipomenorea (0.006) and amhea (0.001). The lecturers of the midwifery program are expected to put more concern on this problem by providing counseling about this issue so that the students can get prepared to face the disorder by having nutritional food in their daily life.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

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