Auditory temporal pattern learning in children with speech and language impairments

Donald A. Robin, J. Bruce Tomblin, Ann Kearney, Linda N. Hug

Resultado de la investigación: Articlerevisión exhaustiva

26 Citas (Scopus)


Four children demonstrating speech and language impairments were examined with respect to their ability to learn to identify certain auditory temporal perceptual information. These children listened to six-element temporal patterns and made judgments about the temporal proximity of two of the elements. Subjects listened to the patterns over a number of exposures ranging from 6 to 14, depending on the subject. Performance on the task improved significantly with repeated exposures. However, the disordered subjects' best performance was still significantly poorer than normal children who had only 1 exposure to the task. These results suggest that, in part, performance differences on temporal perceptual tasks between speech and language disordered children and normal children can be accounted for by differences in perceptual learning. However, because the disordered children never reached normal levels, learning differences may be associated with a fundamental deficit in temporal processing or some other mechanism such as impaired attention.

Idioma originalEnglish (US)
Páginas (desde-hasta)604-613
Número de páginas10
PublicaciónBrain and Language
EstadoPublished - may 1989
Publicado de forma externa

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language
  • Cognitive Neuroscience
  • Speech and Hearing


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