Brief Report: Test-Retest Reliability of Explicit Auditory Processing Measures

Saito, Kazuya; Sun, Hui; Tierney, Adam

doi:10.1101/2020.06.12.149484

Cited by 11 publications

(13 citation statements)

References 13 publications

(10 reference statements)

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“…This indicates that, although the task format of the auditory processing tests has been well accepted (see also Moore, 2012, for an overview of auditory processing test formats in L1 and hearing research), the possibility of delivering the test online remains open to further discussion, validation, and refinement. We stress again that the results of the reliability analyses derived from our small‐scale pilot research (Saito et al., 2020b, for 30 L1 and L2 English speakers). In order to better establish the presence or absence of satisfactory test–retest reliability, we plan to redo the analyses with a larger sample size with greater statistical power.…”

Section: Limitations and Future Directionsmentioning

confidence: 52%

“…It is important to note that the results suggested that some parts of our online testing of auditory abilities ( r = .907–.775 for spectral and temporal reproduction) reached an acceptable level of test–retest reliability (as identified by Lance, Butts, & Michels, 2006) as well as reaching the level of test–retest reliability previously reported for in‐laboratory testing (for example, r = .75 in Raz, Willerman, & Yama, 1987). However, the low reliability of the other measures ( r = .598 and .284 for spectral and temporal discrimination) could be ascribed to several scenarios (e.g., the lack of validity, small sample size, and inconsistent sound system across participants; for more details and open data, see Saito, Sun, & Tierney, 2020b).…”

Section: Methodsmentioning

confidence: 99%

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Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

et al. 2021

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To date, a growing number of studies have shown that domain‐general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English‐as‐a‐foreign‐language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate‐to‐strong correlations between the participants’ accurate use of lexicogrammar and audio‐motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition‐acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

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Section: Limitations and Future Directionsmentioning

confidence: 52%

Section: Methodsmentioning

confidence: 99%

Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

et al. 2021

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“…Finally, we acknowledge that the construct validity of the auditory processing measures (i.e., A×B discrimination) remains unclear. As pointed out in the existing literature (Snowling, Gooch, McArthur, & Hulme, 2018), the task format inevitably taps into not only participants' auditory perception skills, but also may rely upon a range of modality-general cognitive abilities (e.g., working memory, attention control; for further discussion, see Saito et al, 2020). In order 39 PERCEPTUAL FOUNDATIONS OF LATE BILINGUALISM to further examine the unique contribution of auditory perception to L2 learning, future studies should adopt not only auditory processing but also cognitive ability tasks.…”

Section: Discussionmentioning

confidence: 99%

“…For all the audio materials used in the tests, and the results of test-retest reliability, see our brief research report (Saito, Sun, & Tierney, 2020).…”

Section: Motivation For Current Studymentioning

confidence: 99%

Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood

Saito

Sun

Kachlicka

et al. 2020

Stud Second Lang Acquis

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In this study, we propose a hypothesis that domain-general auditory processing, a perceptual anchor of L1 acquisition, can serve as the foundation of successful post-pubertal L2 learning. This hypothesis was tested with 139 post-pubertal L2 immersion learners by linking individual differences in auditory discrimination across multiple acoustic dimensions to the segmental, prosodic, lexical, and morphosyntactic dimensions of L2 proficiency. Overall, auditory processing was a primary determinant of a range of participants’ proficiency scores, even after biographical factors (experience, age) were controlled for. The link between audition and proficiency was especially clear for L2 learners who had passed beyond the initial phase of immersion (length of residence > 1 year). The findings suggest that greater auditory processing skill benefits post-pubertal L2 learners immersed in naturalistic settings for a sufficient period of time by allowing them to better utilize received input, which results in greater language gains and leads to more advanced L2 proficiency in the long run (similar to L1 acquisition).

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“…As for the composite auditory processing scores (averaging pitch, duration, and rise time discrimination), the reliability (r = .720) could be considered satisfactory and comparable to similar research (e.g., r = 0.75 in Raz, Willerman, & AUDITORY PROCESSING & VOCABULARY Yama, 1987). The results suggest that although using individual test scores may result in low reliability (e.g., duration discrimination), composite test scores may serve as a more reliable proxy of one's auditory precision (for methodological details, see Brief Report in Saito, Sun, & Tierney, 2020b).…”

Section: Auditory Processing Measuresmentioning

confidence: 99%

Roles of domain-general auditory processing in spoken second-language vocabulary attainment in adulthood

Saito

Macmillan

Kroeger

et al. 2022

Applied Psycholinguistics

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Recently, scholars have begun to explore the hypothesis that individual differences in domain-general auditory perception, which has been identified as an anchor of L1 acquisition, could explain some variance in postpubertal L2 learners’ segmental and suprasegmental learning in immersive settings. The current study set out to examine the generalizability of the topic to the acquisition of higher-level linguistic production skills—that is the appropriate use of diverse, rich, and abstract vocabulary. The speech of 100 Polish-English bilinguals was elicited using an interview task, submitted to corpus-/rater-based linguistic analyses, and linked to their ability to discriminate sounds based on individual acoustic dimensions (pitch, duration, and amplitude). According to the results, those who attained more advanced L2 lexical proficiency demonstrated not only more relevant experience (extensive immersion and earlier age of arrival), but also more precise auditory perception ability.

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Brief Report: Test-Retest Reliability of Explicit Auditory Processing Measures

Cited by 11 publications

References 13 publications

Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood

Roles of domain-general auditory processing in spoken second-language vocabulary attainment in adulthood

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