Random gap detection test and random gap detection test-expanded: Results in children with previous language delay in early childhood

Muluk, Nuray Bayar; Yalçinkaya, Fulya; Keith, Robert W.

doi:10.1016/j.anl.2010.05.007

Cited by 18 publications

(12 citation statements)

References 19 publications

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“…The results across the sample, ie, the 4 groups (G1, G2, G3 and G4) differ from works done in individuals with: language delay, injury of the right and left temporal lobe, changes in central auditory processing, loss mild sensorineural hearing symmetrical sensorineural hearing loss 13,14,20 .…”

Section: C) Discussion Of Gap Detection Thresholds Obtained Through Rgdtcontrasting

confidence: 76%

Critérios de normalidade dos testes de resolução temporal: random gap detection test e gaps-in-noise

2015

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OBJETIVO: avaliar a resolução temporal em indivíduos audiologicamente normais entre 20 e 60 anos. MÉTODOS: 40 indivíduos de ambos os sexos, de 20 aos 60 anos de idade, divididos em quatro grupos etários contendo 10 indivíduos em cada grupo: Grupo I de 20 a 30 anos; Grupo II de 31 a 40 anos; Grupo III de 41 a 50 anos e Grupo IV de 51 a 60. Todos foram submetidos a procedimentos que fazem parte da rotina audiológica para caracterizar a audição periférica, e central com destaque nos testes de resolução temporal com tons puros, o Randon-gap-detection-test, e com ruído o Gaps-in-noise. RESULTADOS: os valores médios obtidos para o limiar de detecção de gap no teste Gaps-in-noise encontram-se em torno de seis milissegundos para os grupos 1 e 2 e de oito, nos grupos 3 e 4. Verificou-se limiar de detecção de gap obtido no teste Random-gap-detection-test com valor médio de 10 milissegundos para os grupos 1 e 2 e entre 10 e 15ms nos grupos 3 e 4. CONCLUSÃO: a habilidade de resolução temporal piora com o aumento da idade. Os valores de normalidade dos testes com segmentos de ruído (teste GIN - Gaps In Noise) e tom puro (teste RGDT - Random Gap Test Detection) são crescentes de acordo com a faixa etária avaliada.

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Section: C) Discussion Of Gap Detection Thresholds Obtained Through Rgdtcontrasting

confidence: 76%

Critérios de normalidade dos testes de resolução temporal: random gap detection test e gaps-in-noise

2015

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“…This task was chosen because it does not have a strong pitch element and it is also an established test to measure individual differences in auditory abilities [66]. Gap detection tasks were also frequently used in investigating the development of speech perception in children [67]–[69] and in hearing-impaired patients [70], [71] and have also been used to assess auditory temporal acuity and resolution (the ability to detect an auditory signal of brief duration presented at rapid rates) [68], [72], [73].…”

Section: Study 3: Discriminant Validity and Test Structurementioning

confidence: 99%

Assessing Musical Abilities Objectively: Construction and Validation of the Profile of Music Perception Skills

2012

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A common approach for determining musical competence is to rely on information about individuals’ extent of musical training, but relying on musicianship status fails to identify musically untrained individuals with musical skill, as well as those who, despite extensive musical training, may not be as skilled. To counteract this limitation, we developed a new test battery (Profile of Music Perception Skills; PROMS) that measures perceptual musical skills across multiple domains: tonal (melody, pitch), qualitative (timbre, tuning), temporal (rhythm, rhythm-to-melody, accent, tempo), and dynamic (loudness). The PROMS has satisfactory psychometric properties for the composite score (internal consistency and test-retest r>.85) and fair to good coefficients for the individual subtests (.56 to.85). Convergent validity was established with the relevant dimensions of Gordon’s Advanced Measures of Music Audiation and Musical Aptitude Profile (melody, rhythm, tempo), the Musical Ear Test (rhythm), and sample instrumental sounds (timbre). Criterion validity was evidenced by consistently sizeable and significant relationships between test performance and external musical proficiency indicators in all three studies (.38 to.62, p<.05 to p<.01). An absence of correlations between test scores and a nonmusical auditory discrimination task supports the battery’s discriminant validity (−.05, ns). The interrelationships among the various subtests could be accounted for by two higher order factors, sequential and sensory music processing. A brief version of the full PROMS is introduced as a time-efficient approximation of the full version of the battery.

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“…If children have deficient processing of rapid temporal cues in speech sound, their reduced temporal resolution may worsen their processing of phonological and phonemic information. Although the neurophysiologic mecha-nisms underlying the association between temporal processing and phonological processing are not fully understood, previous findings reported that children with language and reading deficits or CD had poorer performance in temporal resolution tasks than age matched controls [12][13][14][15].…”

Section: Discussionmentioning

confidence: 99%

“…For example, Sayyahi, et al [13] reported a significant relationship between gap detection threshold and speech error consistency in children with SSD, which is a common developmental speech disorder. Muluk, et al [14] found poorer gap detection performance in children with previous language delay and SSD. Similarly, Vilela, et al [15] reported reduced auditory processing performance in children with SSD.…”

Section: Introductionmentioning

confidence: 97%

Gaps-In-Noise Test Performance in Children with Speech Sound Disorder and Cognitive Difficulty

Jung

Lee

2020

J Audiol Otol

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Background and Objectives: The Gaps-In-Noise (GIN) test is a clinically effective measure of the integrity of the central auditory nervous system. The GIN procedure can be applied to a pediatric population above 7 years of age. The present study conducted the GIN test to compare the abilities of auditory temporal resolution among typically developing children, children with speech sound disorder (SSD), and children with cognitive difficulty (CD).Subjects and Methods: Children aged 8 to 11 years-(total n=30) participated in this study. There were 10 children in each of the following three groups: typically developing children, children with SSD, and children with CD. The Urimal Test of Articulation and Phonology was conducted as a clinical assessment of the children’s articulation and phonology. The Korean version of the Wechsler Intelligence Scale for Children-III (K-WISC-III) was administered as a screening test for general cognitive function. According to the procedure of Musiek, the pre-recorded stimuli of the GIN test were presented at 50 dB SL. The results were scored by the approximated threshold and the overall percent correct score (%).Results: All the typically developing children had normal auditory temporal resolution based on the clinical cutoff criteria of the GIN test. The children with SSD or CD had significantly reduced gap detection performance compared to age-matched typically developing children. The children’s intelligence score measured by the K-WISC-III test explained 37% of the variance in the percent-correct score.Conclusions: Children with SSD or CD exhibited poorer ability to resolve rapid temporal acoustic cues over time compared to the age-matched typically developing children. The ability to detect a brief temporal gap embedded in a stimulus may be related to the general cognitive ability or phonological processing.

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Random gap detection test and random gap detection test-expanded: Results in children with previous language delay in early childhood

Cited by 18 publications

References 19 publications

Critérios de normalidade dos testes de resolução temporal: random gap detection test e gaps-in-noise

Critérios de normalidade dos testes de resolução temporal: random gap detection test e gaps-in-noise

Assessing Musical Abilities Objectively: Construction and Validation of the Profile of Music Perception Skills

Gaps-In-Noise Test Performance in Children with Speech Sound Disorder and Cognitive Difficulty

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