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Abstract

Differences in the delayed recall performance of auditory stimuli that were linguistic-meaningful (words), linguistic-nonmeaningful (nonsense syllables), nonlinguistic-meaningful (environmental sounds) and nonlinguistic-nonmeaningful (pure tones) were evaluated with normal children and children with learning disabilities. Although the normal group performed better on each task, a similarity in the relative performance was observed with both groups performing better on the words and pure tones than on the environmental stimuli or nonsense syllables. Several auditory training programs recommend training or remediation activities beginning with n on linguistic-meaningful stimuli — such as animal sounds, telephones, vacuum cleaners — or linguistic-nonmeaningful stimuli and nonsense syllables. There does not appear to be evidence to suggest that these are easier or that they aid attending behavior. On the contrary, evidence from this and other cited studies suggests that these stimuli are more difficult for both groups tested than the linguistic-meaningful words. Implications are discussed.

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Meaningful and Linguistic Variables in Auditory Processing

Abstract

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