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Essay / Research Paper Abstract
This 15 page paper looks at the way in which speech discrimination testing may take place, identifying the purpose and aims of speech discrimination testing and assessing a number of different tests that are found in common usage, including Wepman's Auditory Discrimination Test (WADT) and Goldman-Fristoe-Woodcock Test of Auditory Discrimination. The utilization of the tests, as well as potential limitations or challenges of the tests are discussed. The bibliography cites 13 sources.
Page Count:
15 pages (~225 words per page)
File: TS14_TEspeechdis.doc
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Unformatted sample text from the term paper:
identify differences between divergent sounds, such as speech, tones or sound sequencing. In terms of the hearing process the auditory discrimination stage is a middle stage; with the three stages
being perception, discrimination and processing (Bellis, 2003). The first stage is the reception of the acoustic signal, with a perception of the sound, it is only following this reception that
the sound can be discriminated in order to process and interpret the meaning of the sound (Bellis, 2002). The way in which speech discrimination takes place is more than just
hearing the sounds, as it has been demonstrated that the application of scores from tonal hearing thresholds is not able to provide any form of indicator regarding speech discrimination (Rintlemann,
1985). For the speech signals to be understood there is a requirement for an understanding of sound characteristics such as the duration, frequency as well as the need for temporal
processing to be present (Rintlemann, 1985). Additionally, there is a requirement for auditory closure to take place; placing information into a context with the integration of previous information received (Greenberg,
2010). When auditory discrimination tests take place they are usually focusing on the aspect of speech discrimination. The general process sees the subject tested with the presentation of a standardized
list of monosyllable words from a predefined list, with the words played through headsets. The use of monosyllabic words is utilized as these words have the lowest level of potential
redundancy. The general approach will see one of two assessment processes, even the test subject will be asked to repeat the words
they hear, alternatively they may be two words played with the subject ask if both words are the same (Musiek and Chermak, 2006). The test will be scored on a
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