Children’s understanding of monosyllabic nouns in quiet and in noise

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Abstract
A 4-alternative, forced choice adaptive procedure was used to measure the lowest intensity at which children could identify monosyllabic nouns that was standardized to be understandable (at comfortable listening levels) to inner city, 3 yr old children. No age-related performance changes when the words were presented against a 12 talker babble or against filtered noise. In quiet performance improved between the ages of 5-10 yr. Performance of children with learning problems was poorer than performance of children achieving normal school progress, even though clinical measures of auditory sensitivity showed no differences. Semantic closure skills of children were discussed.

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