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@article{ART001404790},
author={전아름 and Jang, Hyunsook},
title={Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2009},
volume={10},
number={4},
pages={377-395}

TY - JOUR
AU - 전아름
AU - Jang, Hyunsook
TI - Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests
JO - Journal of Special Education: Theory and Practice
PY - 2009
VL - 10
IS - 4
PB - Research Institute of the Korea Special Education
SP - 377
EP - 395
SN - 1598-060X
AB - The purpose of this study aimed to investigate auditory processing abilities in the adults and school-aged children by measuring effects of stimulus complexity, attention mode, and age on the dichotic listening tests. Korean digits (1-10, except 2) spoken by a male speaker were used in dichotic listening paradigms. Dichotic digit tests were conducted in a hierarchical set of dichotic digits (one-, two-, three-, or four-digit pairs) and attention modes (Free-recall, Precued-Rt or Precued-Lt). Twenty adults (aged 20-28 years) and sixty school-aged children (aged 7-12 years) participated in this study. The results of this study were summarized as follows; First, recognition performance decreased as the complexity of the dichotic digit tests increased. There were no significant recognition differences between one- and two-digit conditions. However, recognition performance decreased significantly with increased from three to four pairs. Recognition performance showed larger for the right ear than for the left ear. Second, there were no significant differences among the three attention modes. The REAs in all attention modes were obtained except for the Precued-Lt condition with three-digit pairs. Third, as the age increased from 7 to 12 years, recognition performance increased significantly from 67.00% to 94.25% for the right ear and from 53.00% to 91.50% for the left ear in the two-digit pair conditions. The REA decreased with age. There was no significant REA at the age of 10 years in the two-digit pair conditions and recognition performance approached the adult level at the age of 12 years. Dichotic listening tests are one of the most sensitive batteries for the evaluation of central auditory mechanism and processing. This study examined parameters of dichotic listening tests and the results suggest that the dichotic listening tests can be usefully applied for the evaluation of central auditory processing in the Korean school-aged and adult populations.
KW - dichotic digit tests;stimulus complexity;attention mode;central auditory processing;right ear advantage
DO -
UR -
ER -

전아름 and Jang, Hyunsook. (2009). Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests. Journal of Special Education: Theory and Practice, 10(4), 377-395.

전아름 and Jang, Hyunsook. 2009, "Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests", Journal of Special Education: Theory and Practice, vol.10, no.4 pp.377-395.

전아름, Jang, Hyunsook "Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests" Journal of Special Education: Theory and Practice 10.4 pp.377-395 (2009) : 377.

전아름, Jang, Hyunsook. Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests. 2009; 10(4), 377-395.

전아름 and Jang, Hyunsook. "Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests" Journal of Special Education: Theory and Practice 10, no.4 (2009) : 377-395.

전아름; Jang, Hyunsook. Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests. Journal of Special Education: Theory and Practice, 10(4), 377-395.

전아름; Jang, Hyunsook. Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests. Journal of Special Education: Theory and Practice. 2009; 10(4) 377-395.

전아름, Jang, Hyunsook. Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests. 2009; 10(4), 377-395.

전아름 and Jang, Hyunsook. "Effects of Stimulus Complexity, Attention Mode & Age on Dichotic Digit Tests" Journal of Special Education: Theory and Practice 10, no.4 (2009) : 377-395.