RELATION BETWEEN TWO SCORING PROCEDURES TO ASSESS AUDITORY MEMORY AND SEQUENCING ABILITIES
Journal Title: Journal of Hearing Science - Year 2014, Vol 4, Issue 4
Abstract
Background: Tests to assess auditory memory are scored differently, but there is scanty information regarding the effect of the scoring procedure Materials and methods: The current retrospective study compared two scoring procedures for evaluating auditory memory in 189 children aged 5 to 11 years. One scoring procedure was the original memory technique used by Yathiraj and Vijayalakshmi. The other was a modification calculated using the same data obtained by Yathiraj and Vijayalakshmi. The original auditory memory and sequencing scoring procedure required the administration of the entire test, while the alternate scoring procedure, that calculated auditory memory and sequencing span, did not. Results: A Pearson’s correlation coefficient between the two scoring procedure was calculated. Both scoring procedures showed gradual improvement wit Conclusions: Since the two scoring procedures provide similar information, it is recommended that, for individuals with relatively poor auditory memory and sequencing abilities, the span should be the choice of scoring. This would avoid a sense of failure when individuals are tested on the more difficult longer word-sequences. Additionally, it would make the test more time efficient. However, if subtle changes in performance across ages are to be determined, the original scoring procedure is recommended.
Authors and Affiliations
Ramya Vaidyanath, Asha Yathiraj
Keywords
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EDITORIAL
I invite you to read the first number of the Journal of Hearing Science for 2015.