Prediction of auditory discrimination learning and transposition from children's auditory ordering ability.

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Abstract
Initially, 1st- and 3rd-grade children were pretested with visual stimuli and found to understand the concept of order. The Ss in each grade were then divided into 4 groups. Experimental Ss received in succession training in auditory ordering, then auditory discrimination learning, and finally a test of auditory transposition. For 1/2 the experimental Ss the stimuli were of different frequency, and for the other 1/2, of different intensity. Control Ss were treated the same as experimentals except that they were not given training in auditory ordering. 3rd-grade Ss ordered auditory stimuli more readily than 1st graders, and they also learned faster and verbalized more correctly. Intensity Ss ordered more readily than frequency Ss and also learned faster, transposed more, and verbalized more correctly. These experiments confirm the hypothesis that auditory discrimination learning and transposition are related to ability to place the stimuli in order.

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