The Phoneme Identification Test for Assessment of Spectral and Temporal Discrimination Skills in Children: Development, Normative Data, and Test–Retest Reliability Studies

Cameron, Sharon; Chong-White, Nicky; Mealings, Kiri; Beechey, Timothy; Dillon, Harvey; Young, Taegan

doi:10.3766/jaaa.16145

Cited by 5 publications

(13 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…T he overall aim of this study was to investigate the relationship between sublexical reading skills and spectral and temporal resolution patterns in children with reading difficulties. More specifically, we investigated the link between the rate-processing hypothesis (Tallal, 1980) and the temporal sampling framework hypothesis (Goswami, 2011) with children's reading skills using the PIT (Cameron et al, 2018a) and ParSE (Cameron et al, 2018b), respectively. The ultimate aim of this study was to assess if these tests have the potential to be used as diagnostic tools for specific types of reading difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…The PIT (Cameron et al, 2018a) was used to assess children's ability to process rapid formant transitions. The child heard synthesized /ba/ or /da/ syllables over Sennheiser HD215 circumaural headphones (Hanover, Germany) and was asked to select on a Microsoft Surface Pro 3 touchscreen computer (Microsoft, China) which sound he/she heard using a twoalternative forced-choice procedure.…”

Section: Pitmentioning

confidence: 99%

“…A child was considered to have an auditory-resolution deficit if the z score was ,21.67 (equivalent to a percentile rank and standard score of 5). For more information on PIT, including analyses of normative and test-retest reliability data, see Cameron et al (2018a).…”

Section: Pitmentioning

confidence: 99%

“…Cameron et al recently developed two new tests to assess fine spectro-temporal processing and temporal envelope cues in children with suspected auditoryprocessing deficits (Cameron et al, 2018a,b). The Phoneme Identification Test (PIT) (Cameron et al, 2018a) assesses how well a child can perceptually categorize speech sounds based on their rapidly changing formant frequencies (i.e., it tests the rate-processing constraint hypothesis). The Parsing Syllable Envelopes Test (ParSE) (Cameron et al, 2018b) assesses how well a child can perceive where syllables begin and end based on the amplitude modulations at the boundaries (i.e., it tests the temporal sampling framework hypothesis).…”

mentioning

confidence: 99%

“…• A proportion of children who demonstrate impaired sublexical route reading (i.e., phonological reading difficulties or mixed reading difficulties) would also have an auditory-resolution deficit, either in the fast-rate processing of formant frequency changes (measured by the PIT) or in the temporal sampling of slower amplitude modulations (measured by the ParSE). Furthermore, if a child showed a deficit on the PIT, we expected that it would be greater when the stimuli were presented in noise than in quiet (Hornickel et al, 2009;Ziegler et al, 2009;Cameron et al, 2018a). • The children who demonstrated impaired lexical route reading but intact sublexical route reading (i.e., surface reading difficulties) would not show an auditory-resolution deficit on the PIT or ParSE.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Investigating Auditory Spectral and Temporal Resolution Deficits in Children with Reading Difficulties

Mealings

Cameron

2019

J Am Acad Audiol

Self Cite

View full text Add to dashboard Cite

The types of reading difficulties experienced by children are highly heterogeneous in nature, which makes diagnosis and intervention difficult. Over the past 30 years, there has been much debate over the cause of dyslexia. The two most popular theories for phonological deficits in dyslexia are the rate-processing constraint hypothesis, which relates to short timescale processing, and the temporal sampling framework hypothesis, which relates to longer timescale processing.To investigate the relationship between sublexical (i.e., nonword) reading skills and auditory spectral and temporal resolution patterns in children with reading difficulties using the Phoneme Identification Test (PIT) and the Parsing Syllable Envelopes Test (ParSE). These tests were developed to assess the rate-processing constraint and the temporal sampling framework hypotheses, respectively. We hypothesized that a proportion of children who have sublexical reading difficulties may have an underlying auditory-resolution deficit which may impact their ability to form letter–sound correspondences. We predicted that children’s sublexical reading difficulties may not be explained by one theory, but instead that both theories may describe different types of reading difficulties found in different children. We also hypothesized that children with lexical (i.e., irregular word) reading difficulties but intact sublexical reading skills would not show atypical results on PIT or ParSE.Behavioral experimental clinical study with children who have reading difficulties.Sixteen children with nonword, irregular word, or mixed reading difficulties diagnosed by the Castles and Coltheart Test 2.Children completed a test battery consisting of a hearing screen and tests of reading, auditory resolution, phonological awareness, attention, spatial auditory processing, auditory memory, and intelligence. Categorization and correlational analyses were conducted.All four children with a pure sublexical reading deficit also had an auditory-resolution deficit. Four of seven children with a mixed reading deficit had an auditory-resolution deficit. Only one of five children with a lexical reading deficit had an auditory-resolution deficit. Individual children’s specific deficits were related to either rate processing (n = 5) or temporal sampling (n = 4), but never both. Children’s nonword reading scores were strongly correlated with their performance on the PIT in noise, but not with the PIT in quiet or the ParSE. Children’s irregular word scores were not significantly correlated with their performance on the PIT in quiet or in noise, or the ParSE, as hypothesized. Strong correlations were also found between children’s nonword scores and their phonological awareness scores.The results of this study suggest that neither the rate-processing hypothesis nor the temporal sampling framework is the single cause of reading difficulties in children. Instead, both of these hypotheses are likely to account for different types of reading deficits found in children. This is an important finding as the specific mechanisms driving different reading impairments must be identified to create tools to better diagnose and treat different types of reading difficulties. Further investigation of the PIT and ParSE as potential diagnostic tools for specific auditory-resolution–based reading difficulties in a larger group of children is currently underway.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Pitmentioning

confidence: 99%

Section: Pitmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Investigating Auditory Spectral and Temporal Resolution Deficits in Children with Reading Difficulties

Mealings

Cameron

2019

J Am Acad Audiol

Self Cite

View full text Add to dashboard Cite

show abstract

Early linguistic experience shapes bilingual adults’ hearing for phonemes in both languages

Pan

Styles

2022

Sci Rep

View full text Add to dashboard Cite

English and Mandarin Chinese differ in the voice onset times (VOTs) of /b/ and /p/. Hence the way bilinguals perceive these sounds may show ‘tuning’ to the language-specific acoustic structure of a bilingual’s languages (a discrete model), or a shared representation across languages (a unitary model). We investigated whether an individual’s early childhood exposure influences their model of phoneme perception across languages, in a large sample of early English-Mandarin bilingual adults in Singapore (N = 66). As preregistered, we mapped identification functions on a /b/-/p/ VOT continuum in each language. Bilingual balance was estimated using principal components analysis and entered into GLMMs of phoneme boundary and slope. VOT boundaries were earlier for English than Mandarin, and bilingual balance predicted the slope of the transition between categories across both languages: Those who heard more English from an earlier age showed steeper category boundaries than those who heard more Mandarin, suggesting early bilinguals may transfer their model for how phonemes differ from their earlier/stronger languages to later/weaker languages. We describe the transfer model of discrete phoneme representations and its implications for use of the phoneme identification task in diverse populations.

show abstract

Early linguistic experience shapes bilingual adults’ hearing for phonemes in both languages

Pan¹,

Han²,

Styles³

2021

Preprint

View full text Add to dashboard Cite

How do bilinguals represent category structure for phonemes in early acquired languages? /b/ and /p/ voice onset times (VOTs) are earlier and closer together in English than in Mandarin. Hence the category boundary and the steepness of the transition can show ‘tuning’ to language-specific acoustic structure (i.e., earlier boundary and steeper slope for English). As preregistered, we mapped identification functions of early English-Mandarin bilingual adults (N=66) on a /b/ - /p/ VOT continuum in each language. Individual bilingual-balance was derived using principal component analysis and entered into GLMMs of categorical boundary and slope. As predicted, VOTs were earlier for English than Mandarin. Early bilingual-balance predicted the slope of the transition between categories: Those who heard more English from an earlier age showed steeper slopes than those who heard more Mandarin. Findings are consistent with discrete representations for each language, and transfer of category structure from the earlier acquired language.

show abstract

The Phoneme Identification Test for Assessment of Spectral and Temporal Discrimination Skills in Children: Development, Normative Data, and Test–Retest Reliability Studies

Cited by 5 publications

References 24 publications

Investigating Auditory Spectral and Temporal Resolution Deficits in Children with Reading Difficulties

Investigating Auditory Spectral and Temporal Resolution Deficits in Children with Reading Difficulties

Early linguistic experience shapes bilingual adults’ hearing for phonemes in both languages

Early linguistic experience shapes bilingual adults’ hearing for phonemes in both languages

Contact Info

Product

Resources

About