Learning effects with a closed response set nonsense syllable test

G. Walker, D. Byrne, H. Dillon

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Repeated presentations of the CUNY Nonsense Syllable test to four hearing impaired subjects revealed substantial learning effects. Although one of the reported advantages of closed response set tests, of which this is an example, is reduced learning effects, these results suggest that learning effects are sufficient to produce serious and unrecognised problems in clinical audiological practice where repeated test presentation is not feasible. Examples drawn from the data demonstrate how 'single shot' speech testing can lead to incorrect conclusions with regard to P/l functions and comparative evaluation of amplification systems.

Original languageEnglish
Pages (from-to)27-31
Number of pages5
JournalAustralian Journal of Audiology
Volume4
Issue number1
Publication statusPublished - 1982
Externally publishedYes

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