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Auditory Fusion among Learning Disabled, Reading Disabled, and Normal Children

Robert L. McCroskey is professor of communicative disorders and sciences at Wichita State University. His dual certification in speech language pathology and audiology plus professional experience encompassing public schools, universities, and full-time research provide the background from which he has been able to bring new dimensions to the understanding of persons with language and learning disabilities. He has served as project director for programs devoted to the study of audition and auditory processing—with particular emphasis on the time domain—as they relate to diagnosis and habilitation of persons with language and learning disabilities.

Herman C. Kidder, PhD

Herman C. Kidder is director of audiology at the U.S. Naval Hospital, San Diego, Calif. Dr. Kidder received his doctorate from Wichita State University, where he worked on auditory temporal processing factors in persons having educational problems. He is former director of audiology at Minot State College, North Dakota. Requests for reprints should be addressed to Dr. McCroskey at the Department of Communicative Disorders and Sciences, Box 75, Wichita State University, Wichita, Kan. 67208.

One hundred thirty-five children aged 7 through 9 years were asked to indicate whether they heard one or two sounds when presented with 270 separate pairs of tones. Each pair consisted of two tones separated by a silent interval that varied from 0 through 40msec. The frequencies of the tones that comprised the pairs were 250 through 4,000 Hz at one-octave intervals. These stimuli were presented at three sensation levels: 20, 40, and 60dB. All sensation levels and frequencies were rotated to control for order and practice effects. The results indicate that normal children experience auditory fusion at shorter time intervals than is true for reading disordered or learning disabled children, that signal intensity affects auditory fusion for allgroups, and that only the learning disabled children are differentially affected by the frequency (hertz) of the stimulus tones.

Journal of Learning Disabilities, Vol. 13, No. 2, 69-76 (1980)
DOI: 10.1177/002221948001300205


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